MSc in Museology
1th / 2nd Semester
1-The Social Function of Museums
2-In-depth Studies in Museology
3-Museology and Contemporary Thought
4-Museology, Heritage and Cultural Development
5-Museography and Computing Laboratory
6-Internship/Placement
3th / 4th Semester
7-Research Methodologies in Museology
8-Research Seminar in Museology
9-Scientific Dissertation in Museology /Advanced Project Work in
Museology /Internship Report
(S) - Seminar; TC - theoretical/practical; (OT)- Tutorial
Hours
25 (S)
10 (S); 15(TC)
25 (S)
25 (S)
50(TC)
100 (OT)
Ects
10
10
10
10
10
10
20(TP)
10 (S)
10
5
20 (OT)
45
1-The Social Function of Museums
Objectives
The objective of this curricular unit is to analyze the theoretical-methodological framework of
Contemporary Museology. The main reflection and practice areas of Museology will be addressed: their
relationship with the social contexts where the production conditions of the different museologic
discourses are developed/their various intervention areas. The general context of the curricular unit will
be presented/analyzed in detail. We will try to define the theoretical/practical context of the
national/international Museology.
Course contents
1 – Memory and power:
The relationships of Museology with the memory contents; Memory as social cohesion element;
Cultural patrimony and memory in museums; Museums: conflicts, memories and identity
2 – Museum and Society:
Concepts and Interdisciplinary; The idea of museum; Ways of perceiving the Museum in the
contemporary age
3-Modernization of museal institutions:
The cultural and patrimony institutions modernity; New forms of museal action; Innovative processes;
The new and different functions of the modern museum
The place of the collections and patrimony in contemporary Museology
4 – The present museum and the new Museology:
Action and conscientization within a new paradigm; Cultural Identity and Democracy; Open and
interactive system; Institutional looks and relationship with UNESCO: Santiago de Chile Declaration,
Quebec Declaration, Oaxtepec Declaration, Caracas Declaration
5- The museum’s social operativeness:
The museum and its social surroundings; The museum’s study object
Learning outcomes of the course unit
To bring together museologic theory / practice.
To recognize sociomuseologic processes by applying / exploring new methodologies in the resolution of
problems, dialoguing with different specialists / finding balanced solutions concerning the respect for
populations / their patrimony.
We intend to prepare the students for the museologic exercise / reflection by encouraging them to
reflect, to have a critical and ethical mind and to have professional rigor.
Planed learning activities, teaching methods and assessment methods and criteria
The classes are seminars that enable a comprehensive reflection about the problems under discussion.
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The assessment is composed of an assignment that is transversal to all curricular units in which all the
addressed themes are related. The assessment is also composed of the research' project to be
developed with 5 Reading files
Recommended or required reading
ABREU,Regina e CHAGAS,Mário.(org) ,2003. Memória e património: ensaios contemporâneos.
FAPERJ/UNIRIO,R. de Janeior.
BALERDI, Ignácio Díaz (Coord.) (2007); La memoria fragmentada: el museo y sus paradojas, Col.
Museología e Património, Gijón, España, Ed. Trea.
BOLAÑOS, María, 2005. La memoria del mundo. Cien años de museología (1900-2000). Col. Museología
e Património, Gijón, España, Ed. Trea.
MOUTINHO, Mário, 1996. Museus e Sociedade. Cadernos de Património, Monte Redondo
PRIMO, Judite Santos (org) , 1999. Museologia e Património: Documentos e Depoimentos. In: Cadernos
de Sociomuseologia n15, Centro de Estudos de Sociomuseologia, ULHT, Lisboa.
RIVIÈRE, Georges Henri, 1993. La museología: Curso de museología/ Textos y testimonios. Arte y
Estética. Ediciones AKAL, Espanha,.
VARINE-BOHAN, H. 1991. L’iniciative communautaire: recherche et experimentation. Paris: W.
MNES,(Collection Muséologie).
2-In-depth Studies in Museology
Objectives
The main objective of this curricular unit is to develop and reflect about the changes occurred in the
theoretical-practical field of Museology in the second half of the 20th century / the insertion of the
sociomuseologic work in the 21th century.
To discuss the development potential of the museologic institutions, especially in their formats and
scopes (social, territorial, financial).
To reflect about the importance of internal / external domain relating to the community in which the
museal institutions is inserted
Course contents
From the contemplative museum to the active museum
New formats / scopes of museums
Perspectives on the local development: equity / difference
A Museology of the development: the roots of the concept / their operationalization
Politics / museums: the recent investment on museologic institutions, objectives and profitability in the
various scopes
The museums and their direct impact on local communities
The personal development
The reinforcement of identitary links
Knowledge preservation
The meaning and the valorization of the museum’s action in the internal perspective
The museums and their indirect impact on local communities
The museum as touristic resource
The museum as promotion and viabilization factor of handicraft activities
The museum as instrument of local visibility
The museum as generator of financial flows and qualified employment
The importance of the museums action in the social inclusion
Synthesis of the effective and potential action of museums as development instruments
Learning outcomes of the course unit
To bring together museologic theory / practice.
To recognize sociomuseologic processes by applying / exploring new methodologies in the resolution of
problems, dialoguing with different specialists / finding balanced solutions concerning the respect for
populations and their patrimony.
We intend to prepare the students for the museologic exercise and reflection by encouraging them to
reflect, to have a critical and ethical mind and to have professional rigor.
2
Planed learning activities, teaching methods and assessment methods and criteria
The classes are seminars that enable a comprehensive reflection about the problems under discussion.
The assessment is composed of an assignment that is transversal to all curricular units in which all the
addressed themes are related. The assessment is also composed of the research' project to be
developed with 5 Reading files
Recommended or required reading:
A.A.V.V.(2001) Politique e Musées, L’Harmattan, Patrimoines et Societés, Paris.
Boylan, Patrick (1996). Les Projects de musées liés au tourisme et au développment local, in Musée
gérer autrement : um regard international, La Documentation Française, Paris,
CEFAT (Centro Europeu de Formação Ambiental e Turística) (1993). El Desarrollo Turístico Sostenible en
el Médio Rural, Futures, Madrid
Estudo "Cultura e Lazer, caracterização e evolução das perspectivas de emprego", IEFP, 1999, Espaço e
Desenvolvimento, Quaternaire, Portugal
Karp, Ivan e Lavine, Stefen (1992), Museum and Comunities : the politics of public culture, Smithsonian
Press,
Syrett, Stephen (1996); Local Development, Avebury, Aldershot, (2ª Ed)
Théveniaut-Muller, Martine (1999); Le développement local, une réponse politique à la mondialisation,
Desclée de Brouwer, Paris,
Vachon, Bernard (1991); Le développment local : théorie et prátique, réintroduire l’humain dans la
lógique de développment, Gaetan Morin, Quebeque
3-Museology and Contemporary Thought
Objectives
Framing the study of Museology and Sociomuseology in the broader context of contemporary thought.
Relate Sociomuseology theory with different areas of knowledge.
Understanding the connections of Sociomuseology with different currents of thought
Course contents
1 The contempoary thought: its panorama
Major authors – symbolic books
2 What are the primordial epistems-paradigms of contemporary thought
Marx, Freud, Sartre, Nietzsche, Darwin, Einstein, Mcluhan: the Primordial Epistemes-Paradigms
3 Science, Technology And Society
Historical-structural parameters of Portuguese Society
Humanities vs. Technologies?
Learning outcomes of the course unit
Framing the study of Museology and Sociomuseology in the broader context of contemporary thought.
Relate Sociomuseology theory with different areas of knowledge.
Understanding the connections of Sociomuseology with different currents of thought
Planed learning activities, teaching methods and assessment methods and criteria
The classes are seminars that enable a comprehensive reflection about the problems under discussion.
The assessment is composed of an assignment that is transversal to all curricular units in which all the
addressed themes are related. The assessment is also composed of the research' project to be
developed with 5 Reading files
Recommended or required reading
NEVES, Fernando Santos et alii.(2007), Introdução ao Pensamento Contemporâneo, Tópicos, Ensaios e
Documentos, Edições Universitárias Lusófonas.
SEDAS, Nunes A.(1971) Questões preliminares sobre as Ciências Sociais, Ed. Presença,.
PARSONS, T., et alli, (1981). Ed. Theories of Society, Foundations of Modern Sociological Theory, com
PIAGET, J., dir. de, Lógica e conhecimento científico, tr. port., 2 vls., Porto, Ed. Civilização.
FOUCAULT, M. (1989). As palavras e as coisas, tr. port., Ed. 70.
PARSONS, T., et alli, (1965). Ed. Theories of Society, Foundations of Modern Sociological Theory,
complete in one volume, Free Press, Nova Iorque, Londres.
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TOURAINE, A. (1970). A sociedade post-industrial, tr. port., Ed. Moraes.
Mc. LUHAN, M. (1977). A galáxia de Gutenberg, tr. port., S. Paulo.
MARCUSE, H., (1984). O homem uni-dimensional, a ideologia da sociedade industrial, tr. port., Ed. Zahar.
MOREIRA, Adriano (1984). Ciência política, Coimbra, Ed. Almedina.
4-Museology, Heritage and Cultural Development
Objectives
The objective of this curricular unit is to analyze the major issues that started to be discussed and
analyzed in the museologic context in the second half of the twentieth century. We also intend to
analyze the organization, influences and importance of the new typologies of museums that appeared in
that period based on some of their paradigms.
Facilitate knowledge that enables to critically participate in the sociomuseologic planning within an
interdisciplinary framework.
To analyze the development potential promoted by the museums, especially their new formats and
geographic scopes (from the national museum to the local museum).
To prepare the students for the development problems related with the urban social-economic, local
and regional contexts.
To facilitate theoretical and methodological knowledge for the analysis of the different development
contexts in their various dimensions and scales
Course contents
1.Problematic, concepts and methodologies in the construction of the notion of patrimony.
2.Social practices and collective memories:
Patrimony in its dimensions: human, spatial and time dimensions
3.Patrimony in the identitary construction process
The relation of temporality with the territoriality in the identitary contexts:
4.Cultural patrimony in social-cultural contexts
interculturality, multiculturality, cultural hybridation and the transnational problematic.
7 Patrimony Musealization
8.The role of Sociomuseology in the cultural and patrimonial asset.
9.Patrimony and Sociomuseology as development vectors.
10.Development models and policies: replacement of imports, "green revolution”, promotion of
exports, structural adjustment, social contract
11.Dimensions of present globalization in economy, culture and politics
12.Theoretical debate: “Globalization – since when?” social organization vs. territoriality; the classic,
modern and recent authors
13.Realities and alternatives: what is really new?; “low” globalization and “high" globalization
Learning outcomes of the course unit
To deepen the knowledge of the different theoretical perspectives in the approach to the problematic of
Development in its multiple dimensions and scales.
To hold recurrent discussions of the research experience done in the scope of museums.
To prepare for the discussion of the new concepts and paradigms of Museology, museums and
Patrimony.
To deepen the knowledge of the different approaches and notions of Museology;
To facilitate tools that allow for the analysis and organization of new categories/typologies of museums;
Theoretical and practical preparation to research and teach in Museology, Patrimony and Cultural
Policies fields;
To use Museology as support to learning processes.
Planed learning activities, teaching methods and assessment methods and criteria
The classes are seminars that enable a comprehensive reflection about the problems under discussion.
The assessment is composed of an assignment that is transversal to all curricular units in which all the
addressed themes are related. The assessment is also composed of the research' project to be
developed with 5 Reading files
Recommended or required reading
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A.A.V.V. (2002). Cidadania e novos poderes numa sociedade global. (Col. Nova Enciclopédia). Lisboa:
Fundação Calouste Gulbenkian e Publicações Dom Quixote.
ANDERSON, B. (2005). Comunidades imaginadas: Reflexões sobre a origem e a expansão do
nacionalismo. (Col. Perspectiva do Homem). Lisboa: Edições 70.
APPADURAI (1988) Modernity at large, Minneapolis, University of Minnesota Press.
AUGÉ, Marc (1994) Não-lugares, Introdução a uma antropologia da sobremodernidade, Venda Nova,
Bertrand.
CANCLINI, N. G.(2005) Diferentes, desiguais e desconectados: mapas e interculturalidades. Rio de
Janeiro: EdUFRJ
CHOAY, Françoise (2000) A alegoria do património, Lisboa, Edições 70,
CONNERTON, Paul (1999) Como as sociedades recordam, Lisboa, Celta.
DESVALLÉES, A. (Coord.). (2003) Que futuro para os museus e para o património cultural na aurora.
ELKINGTON, John, 2001. Canibais com garfo e faca. São Paulo: Makron Books.
SANTOS, Milton, 2005. Da totalidade ao lugar. São Paulo: Universidade de São Paulo.
5-Laboratory and computing museographer
Objectives
1. The student should become familiar with terminology, techniques and methodologies presented on
each module.
2. The student should acquire the knowledge to become active in a working environment,
for developing and coordinating projects with interactive installations, augmented reality, multitouch interfaces with 2D and 3D contents and 3D scanning.
3. The student should be able to establish a more effective dialogue with other professionals such
as graphic designers, exhibition designers, programmers, web designers and 3D modelers.
Course contents
Museology and Computation Lab consists of 5 units where different subjects and technological
resources are presented by guest speakers of each specific area. The coursework is based on practical
exercises, building prototypes and study visits. The practical exercises are organized in a sequential way
allowing a progression in the understanding of technical procedures necessary for designing interactive
modules in an exhibition.
Lab Units Description
1st Unit. Audio-visual skills
In this module the student will be introduced to audiovisual terminology, camera operation, audio capture, editing and post-production. During this
session the student will have to create a narrative and build a 3 to 5 minutes video.
2nd Unit. Creation of 3D files with 3D Scanning
This module will present the methods and techniques to build a 3D scanner. The student will build a 3D
scanner and scan a selected object, that will be used in the following modules.
3rd Unit. Introduction to Multi-touch Interfaces
This module will present the methods and techniques to build a multi-touch surface. Students will have
to build a multitouchsurface LLP (Laser Light Plane) and test it with 2D and 3D contents.
4th Unit. Augmented Reality and Exhibition Design
This module will presented Augmented Reality (AR) as a technology for museums expography. The
student should understand the process of AR, different markers and types of software that allow
creating AR applications. In this session the student will have to build a prototype in augmented
reality with a 3D object and construct a narrative around the selected object.
5th Unit. Body as Interface
On this module the students will work with kinect camera and build a prototype using Unity 3D.
6th Unit. Create a Website
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In this module the students will create a website, in a free domain, through a content
management system (Joomla or Drupal).The student will have to define the layout and menu for
their "Online Portolio" and put it online.
Assessment
Online Portfolio
The student will have to create an Online Portfolio, hosted on a server. This prototype will have to
present each prototype with 300 words followed by edited videos and images for each module. (Only
mandatory for MSc and PhD students in Museology)
Students who wish to attend the laboratory, must have current knowledge of computing, including the
use of basic tools for image manipulation and text. Must use a laptop and a digital camera with video
recording capability. Students may request advice on the technical characteristics of these two devices.
The remaining equipment and materials will be provided by the laboratory.
Recommended or required reading
AMERIKA, Mark (2007), META/DATA, A digital poetics, Cambridge, Massachusetts Institute of
Technology.
BOLTER, Jay David e GROMALA, Diane (2005), Windows and Mirrors, Interaction Design, Digital Art, and
the Myth of Transparency, Cambridge, Massachusetts Institute of Technology.
BOLTER, Jay David (2000) Remediation: Understanding New Media, Cambridge, Massachusetts Institute
of Technology.
DELEUZE, Gilles (2006), A imagem-tempo, cinema 2, Tradução e introdução Rafael Godinho, Lisboa,
Assírio / Alvim, Título original: L'image-temps. Cinéma 2, Paris, Éditions Minuit, 1985.
GAUT, Berys and LOPES, Dominic McIver Ed. (2005), The Rutledge companion guide to aesthetics, Oxon,
Routledge.
HANSEN, Mark B. N. (2004), New Philosophy for New Media, Cambridge, Massachusetts Institute of
Technology.
6-Internship
Internship/Museum Placement - During their first year, all masters students undertake supervised work
experience in a professional environment. The Museology Department ensures internships in a wide
network of museums in Portugal with which has agreements and works in collaboration since 1991. It
also has protocols with some museums in Brazil, in particular São Paulo, Rio de Janeiro and Salvador.
Objectives
Introduction to professional practice through the study of the institution Identify and characterize the
main vectors of structural student intervention in the institution where the internship is accomplished
Identify issues and problems specific to different contexts internship;
Analyze and systematize the knowledge acquired in the internship, reflecting theoretical,
methodological and critically about the experiences observed and experienced.
Select and train certain methods and techniques (observation, study, planning, implementation and
evaluation) to allow carrying out a planning internship and make an approach to the problems in
different intervention contexts
Planed learning activities, teaching methods and assessment methods and criteria
This assessment offers a systematic supervision by field staff and teachers . The academic supervision
sessions aimed at monitoring the student in learning, programming, implementation and evaluation of
internship activities. Each student must submit internship records weekly or biweekly
Recommended or required reading
The bibliography will be the responsibility of each advisor / student through the subject matter in your
research project
7-Research Methodology in Museology
Objectives
To present the main stages of scientific research in Museology;
To analyze the theoretical-methodological Framework of Contemporary Museology;
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To problematize relevant distinctions between concepts / categories as tools of scientific research;
To clarify the role played theory, methodologies / research technique in the Museology field;
To hold recurrent discussions of the research experience, especially in the field of museums.
Course contents
I. Research in Museology
1. The disciplinary statute of Museology and the place of research: the different perspectives of research
applied to Museology
2. Research in Museology in international and national context: balance and perspectives of knowledge
production in Museology
II. Research in Social Sciences: Theoretical-methodological issues and the research process
1. The Dynamics of the construction of knowledge in Social Sciences: a debate on the research strategies
2. Research strategies and research designs in Museology
3. Research methods and main techniques in Social Sciences – a reflective revision in order to design
and apply to research in Museology by focusing on the research qualitative methodologies
4. The museologic collections as research object: methods and procedures
Learning outcomes of the course unit
To bring together museologic theory / practice.
To recognize sociomuseologic processes by applying and exploring new methodologies in the resolution
of problems, dialoguing with different specialists and finding balanced solutions concerning the respect
for populations and their patrimony.
We intend to prepare the students for the museologic exercise and reflection by encouraging them to
reflect, to have a critical and ethical mind and to have professional rigor.
To prepare students to teach in the fields of Museology, patrimony and cultural policies.
Planed learning activities, teaching methods and assessment methods and criteria
The classes are seminars that enable a comprehensive reflection about the problems under discussion.
The assessment is composed of an assignment that is transversal to all curricular units in which all the
addressed themes are related. The assessment is also composed of the research' project to be
developed with 5 Reading files
Recommended or required reading:
CRESWELL, John W. (2003), Research Design – qualitative, quantitative, and mixed methods approaches,
Sage, Londres.
DOLBEC, André (2003),”A Investigação-Acção”, Investigação Social – da problemática à colheita de
dados, GAUTHIER, Benoît (ed), Loures, Lusodidáctica, 483-512
FLICK, U. (2005). Métodos Qualitativos na Investigação Científica. Lisboa: Monitor
FORTIN, Marie-Fabienne (2003), O processo de investigação, Loures: Lusociência
GAUTHIER, Benoît (ed) (2003), Investigação Social – da problemática à colheita de dados, Loures,
Lusodidáctica
MACKIEWICZ. Marie-Piere (ed.) (2001), Practien et chercheur, Paris: L’Harmattan
PERETZ, Henri (2000), Métodos em Sociologia, Lisboa, Temas e Debates
REY, Fernando (2005), Pesquisa Qualitativa e Subjectividade, São Paulo: Thomson
SHAW, I. / Gould, N. (2001). Qualitative research in social work. Londres: Sage
8-Research Seminar in Museology
Objectives
Research Seminar introduces students to the process of academic research and allow them a moment of
reflection and sharing of the research undertaken through a presentation and debate of each thesis
project.
Since this is a time of sharing and presentation of the research conducted for thesis and dissertations,
the curriculum of this course is dependent on each student research route. In this sense, the choice of
content and materials to be presented is made with each supervisor.
Research Seminar support the students to conducted literature review relevant to each research topic,
to deal with ethical approaches and present the research proposal orally in seminar. Students must
develop a timeline for the proposed research and elaborate a Gantt chart and a Pert charts.
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Recommended or required reading
The bibliography will be the responsibility of each advisor / student through the subject matter in your
research project
9-Dissertation Scientific Museology
Objectives
The dissertation must guarantee the respect for the objectives treated by the Dublin Descriptors
regarding the Master's Programme.
Qualifications that signify completion of the second cycle are awarded to students who:
Cycle Knowledge and understanding:
Have demonstrated knowledge and understanding that is founded upon and extends and/or enhances
that typically associated with the first cycle, and that provides a basis or opportunity for originality in
developing and/or applying ideas, often within a research context;
Applying knowledge and understanding:
Can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar
environments within broader (or multidisciplinary) contexts related to their field of study;
Making judgements:
Have the ability to integrate knowledge and handle complexity, and formulate judgements with
incomplete or limited information, but that include reflecting on social and ethical responsibilities linked
to the application of their knowledge and judgements;
Communication
Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist
and non specialist audiences clearly and unambiguously;
Learning skills
Have the learning skills to allow them to continue to study in a manner that may be largely self-directed
or autonomous.
Research lines
Dependant on a theme chosen to develop their research, the students have the option to choose the
following lines of research:
 Museologic Theory
 Museology and Cultural Policy
 Museology, SSME, Quality and Evaluation in Museums
 Museographies: Documentation, Curatorship and Expography, Cultural and Educational Action
 Museology and New Technologies
 Musealization and Society: Expressions of Memory, Ethnographic Collections and Archaeology
 Local Museology, Patrimony and Social Representations
The research lines are duly described and were defined according to the syllabi and they are
coordinated by duly qualified lecturers. In justified situations and whenever the coordination quality is
guaranteed, new lines may be created..
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