講演情報
[O21-02]Planetariar: Constructing Museum Education in Planetariums through Affective Memory and Epistemic Pluralism
Luciana Paiva Conceição1, *Rafael Davi Seganfredo1 (1. Planetário Prof. José Baptista Pereira UFRGS ( university) (Brazil))
キーワード：
planetarium、museum education、affective memory、cultural astronomy、indigenous cosmologies、social inclusion
The Prof. José Baptista Pereira Planetarium (UFRGS, Brazil) has operated for over 50 years as a public-university outreach space. In 2025 the Planetariar project was launched as a museum-education initiative that bridges formal schooling and non-formal learning, offering free access exclusively to public schools selected through an open collaborative edital. In its pilot edition (Planetariar I), 20 schools from 9 municipalities brought 700 students aged 4 to adult education (EJA) to the planetarium. Classroom teachers first submit astronomy-related projects; selected groups then experience immersive dome sessions combined with three age-adapted ludic-pedagogical activities (Histórias da Terra, Hora da Astronomia, Conversas Astronômicas) facilitated by a multidisciplinary team of undergraduate fellows and staff (astrophysics, history, arts, biology). These activities deliberately activate involuntary affective memory (Bergson, 1911) and collective memory (Halbwachs, 1925), weaving Western scientific narratives with indigenous Guarani and Afro-Brazilian cosmologies.
The enthusiastic response – intense demand from schools and repeated requests from teachers – led directly to Planetariar II (2026), now scaled to 1,200 participants across 15 municipalities and incorporating expanded plural cosmologies. Grounded in museum education as “living memory” (Bosi, 2003) and epistemic decolonisation (Smith, 1999), the project repositions the planetarium as a territory of cultural resistance and cognitive justice (Bosi, 1979), fully aligned with UN SDGs 4 and 10. Under the IPS 2026 theme “One Earth, One Sky”, Planetariar offers a low-cost, replicable model through which planetariums worldwide can democratise astronomy while honouring diverse ways of knowing the sky.
The enthusiastic response – intense demand from schools and repeated requests from teachers – led directly to Planetariar II (2026), now scaled to 1,200 participants across 15 municipalities and incorporating expanded plural cosmologies. Grounded in museum education as “living memory” (Bosi, 2003) and epistemic decolonisation (Smith, 1999), the project repositions the planetarium as a territory of cultural resistance and cognitive justice (Bosi, 1979), fully aligned with UN SDGs 4 and 10. Under the IPS 2026 theme “One Earth, One Sky”, Planetariar offers a low-cost, replicable model through which planetariums worldwide can democratise astronomy while honouring diverse ways of knowing the sky.