A Educação de memórias por meio de conteúdos transmidiáticos: o Museu Virtual de Uberlândia em foco

Abstract

In this research developed within the scope of the Research Group on Teaching History and Geography (GEPEGH), from the segment Saberes e Praticas Educativas from PPGED UFU, we analyze how the transmedia process of the Uberlandia de Ontem e Sempre project (Uberlandia from Yesterday and Always) participates in the production, preservation, organization, exhibition and circulation of memories of some social groups in Uberlandia and the construction of a public narrative about local history, focusing on the organization of the Museu Virtual de Uberlandia (Virtual Museum of Uberlandia), between the years 2015 and 2022. To outline the research, we built a theoretical framework on the storage and transmission of memories in digital culture, on how the transmedia process and journalism collaborate in the constitution of social memory and public history, on the meaning of museums as educational spaces and the specificities of virtual museums. Based on this framework, we analyze how the Museu Virtual de Uberlandia (Virtual Museum of Uberlandia), through the memories preserved and shared therein, the forgetfulness produced by it, the narratives constructed therein and its educational actions, participates in the understanding of the city's history, contributes to the teaching of local history and memory education in Uberlandia. As for the methodological aspects, the research, we adopted a qualitative, descriptive and exploratory, based on documentary research carried out on the Museum's own website and other productions of the Uberlandia de Ontem e Sempre project (Uberlandia from Yesterday and Always), as well as on interviews with the creators of the site. The analysis outcome indicated that, in the selections of evidenced memories, the Museu Virtual de Uberlandia (Virtual Museum of Uberlandia) seeks to educate memories to reverberate the speech of pride and perpetuation of the official identity of Uberlandia as a developmental city of order and progress. In this way, their productions should be critically explored in History classes that contribute to children, young people and adults appropriating the public history that circulates on the streets and on the networks.