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Cul u al media ion and i s
c ea i e po ency in
collabo a i e and
pa icipa i e p ocesses in
educa o s’ o ma ion
La mediación cul u al y su po encia c ea i a en los p ocesos
colabo a i os y pa icipa i os en la o mación de educado es | A
mediação cul u al e sua po ência c ia i a em p ocessos colabo a i os e
pa icipa i os na o mação de educado es
Vale ia Peixo o de Alenca | [email p o ec ed]
INSTITUTO ARTE NA ESCOLA – IAE · INSTITUTO DE ARTES - UNESP | BRASIL
Recebido · Recei ed · Recibido: 02/12/2020 | Acei o · Accep ed · Acep ado: 30/04/2021
DOI: h ps://dx.doi.o g/10.12795/Communia s.2021.i05.03
A ículo bajo licencia C ea i e Commons BY-NC-SA · A igo sob licença C ea i e Commons BY-
NC-SA · A icle unde C ea i e Commons license BY-NC-SA
Como ci a es e a igo · Cómo ci a es e a ículo · How o ci e his a icle:
Peixo o de Alenca , V. (2021). Cul u al media ion and i s c ea i e po ency in collabo a i e and
pa icipa i e p ocesses in educa o s’ o ma ion . Communia s. Re is a de Imagen, A es y Educacion
C í ica y Social, 5, 38-53.
Abs ac :
This a icle p esen s e lec ions on collabo a i e wo k in p ocesses o educa o s
’
o ma ion whe e he
cul u al media ion is a s a egy and c ea i e po ency. Two cases will be p esen ed: he media o s
’
cou se o ma ion o 32nd São Paulo Bienal o A s and he Ap endendo com A e (Lea ning wi h A )
cou se a he Fundação Volkswagen (Volkswagen Founda ion) in a pa ne ship wi h he Ins i u o A e
na Escola (A in School Ins i u e). F om he es imonials o some o he media o s in hese p ojec s
some conside a ions and e lec ions will be wo en o he issues ha mo ed his a icle: wha is
cul u al media ion as an educa ional s a egy? Wha a e he ela ionships be ween media ion and
collabo a ion in educa ional p ocesses? And, how such ela ions e e be a e in and beyond he
wo k o media o s.
Keywo ds: Cul u al Media ion. Collabo a i e p ocesses in educa ion. Educa o s’ o ma ion. 32nd São
Paulo Bienal o A s. Lea ning wi h A .
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Resumen:
Es e a ículo p esen a e lexiones sob e el abajo colabo a i o en p ocesos de o mación de educado es
donde la mediación cul u al es una es a egia y po encia c ea i a. Se p esen a án dos casos: el cu so
de o mación de mediado es pa a la 32ª Bienal de A es de São Paulo y el cu so Ap endendo com A e
de la Fundación Volkswagen en colabo ación con el Ins i u o A e na Escola. A pa i de los
es imonios de algunos de los mediado es de es os p oyec os se ejen algunas conside aciones y
e lexiones pa a las cues iones que han mo ido es e a ículo: ¿qué es la mediación cul u al como
es a egia educa i a? ¿Cuáles son las elaciones en e la mediación y la colabo ación en los p ocesos
educa i os? Y, cómo epe cu en dichas elaciones en el abajo de los mediado es y más allá de él.
Palab as cla es: Mediación cul u al. P ocesos de colabo ación en la educación. Fo mación de
educado es. 32ª Bienal de São Paulo. Ap ende con el a e.
Resumo:
Es e a igo ap esen a e lexões ace ca do abalho colabo a i o em p ocessos de o mação de
educado es em que êm a mediação cul u al como es a égia e po ência c ia i a. Dois casos se ão
ap esen ados: o cu so de o mação de mediado es pa a a 32ª. Bienal de A es de São Paulo e o cu so
Ap endendo com A e da Fundação Volkswagen em pa ce ia com o Ins i u o A e na Escola. A pa i
de alguns depoimen os de mediado es nes es p oje os se ão ecidas algumas conside ações e
e lexões pa a as ques ões que mo e am es e a igo: o que é mediação cul u al como uma es a égia
educacional? Quais são as elações en e mediação e colabo ação em p ocessos educa i os? E, como
ais elações e e be am no e pa a além do abalho dos mediado es.
Keywo ds: Mediação Cul u al. P ocessos colabo a i os em educação. Fo mação de educado es. 32ª.
Bienal de São Paulo. Ap endendo com A e.
…
… a desi e o lea ning is a desi e
o new s a es o exis ence
(Dennis A kinson)
Once I was looking a some Facebook pos s and I wa ched a ideo abou dea people and
hei daily p oblems, banal hings o mos o he hea ing people. This ideo eminded me
abou B uno Vi al, a dea educa o ha once I had he pleasu e o wo k wi h, because hings
like sending audio messages o ou Wha sApp g oup, o showing unsub i led ideos o ideos
ha a e no ansla ed in o Sign Language makes his wo ld, mo e speci ically ou wo k,
inaccessible. I keep wi h me he lessons I ha e lea ned om him and, I belie e, all he
membe s o ha eam wo k ha e also changed, e en hough we
don
’
wo k oge he anymo e.
I wo ked wi h B uno when I was hi ed as he educa ional eam supe iso o he 32nd São
Paulo Bienal o A s in 2016. In 1995, I s a ed wo king as a museum educa o . Since 2006, I
wo k supe ising o coo dina ing lea ning depa men s o se e al ins i u ions. In o mal
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educa ion, I ha e wo ked as a p o esso as well. In all hese p o essional ac i i ies I ha e
de eloped an educa ional s a egy: he
«
cul u al media ion
»
1
.
This pape is abou cul u al media ion and i s c ea i e po ency in collabo a i e and
pa icipa i e p ocesses in educa o s’ o ma ion. Fo his, I will discuss wo main concep s:
cul u al media ion and collabo a i e p ocesses in educa ion and my ocus will be in
educa o s
’
o ma ion. To his pu pose, I will ake wo cases: he 32nd São Paulo Bienal o A s
and he Ap endendo com A e (Lea ning wi h A ), an e-lea ning cou se by Fundação Volkswagen
(Volkswagen Founda ion) in a pa ne ship wi h he Ins i u o A e na Escola (A in School
Ins i u e).
The main ques ions he e a e: Wha ’s he cul u al media ion as an educa ional s a egy? Wha
a e he ela ions be ween media ion and collabo a ion in educa i e p ocesses? And how such
ela ionships e e be a e in and beyond he wo k o media o s, conside ing he
educa ion/li e ela ionship wi h he example I ci ed a he beginning o his ex .
The analysis o he cases ci ed is pa ial. I is impo an o conside ha bo h in he 32nd
Bienal as in he cou se Ap endendo com A e I was pa o he eam. O he analyzes we e
ca ied ou a he ime, in collabo a i e and indi idual wo ks, his p esen a ion in ends o
p o ide some e lec ions on he issues aised by such p ojec s.
Cul u al Media ion o Museum Educa ion?
When I was doing my doc o al esea ch abou cul u al media ion in his o y museums and
hei isuali y (Alenca , 2015), e e y ime I needed o ansla e o English i s i le o w i e an
a icle I was o en in doub , hen I had a conce n: should I use he e m
‘cul u al media ion‘
o
‘
museum educa ion‘?
And why?
In La in languages as F ench, Spanish and Po uguese, cul u al media ion is a common
exp ession o designa e, o example, educa ional ac i i ies in museums. In B azil, i is mo e
equen han museum educa ion, and he heo e ical discussion abou i is also common.
The i s ime I hea d he wo d media ion o media o as a noun o desc ibe my unc ion as
a museum educa o , I pic u ed ha pe son who s ay be ween wo candida es in a policy
deba e. Indeed, his is media ion and b ings wi h i he idea o a con lic media ion and may
cause communica ion noise, especially when we alk abou educa ion as a way o
emancipa ion and dissensus (Ranciè e, 2011, 2014).
When I was hi ed as a supe iso and aine o he media o s
’
eam o he 32nd São Paulo
Bienal, he coo dina ion o he educa ional p og am issued a no ice calling o media o s o
he wo k. I, a cul u al media ion esea che , ound ha o be a b eak h ough, a gain o he
a ea, I had no doub abou i . I had been imme sed in my doc o al esea ch o ou yea s, s ill
1
Al hough i is no common he usage o he exp ession, “cul u al media ion” in he English Language, i ’s e y
habi ual in Po uguese, F ench o Spanish. The same happens o “educa o o ma ion”, being eache aining
commonly p e e ed. Howe e , beyond seman ics issues, hese choices we e kep in his pape and hey a e
undamen al o unde s and he educa ional p oposals I will sha e, as hey will be u he explained.
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accoun ing o yea s o wo k as a cul u al media o and my p e ious mas e 's esea ch ela ed
o hese discussions (Alenca , 2008), so I was ull o ce ain ies in he “Li e unce ain y”
2
. I
was when I came ac oss a inding: many o he media o s o he eam did no like being
denomina ed like his. They a gued ha he e m educa o co esponded o a ca ego y o wo k
ha should be ecognized, besides he e y common idea o he media ion o con lic s in
educa ion, and hey also claimed ha educa ion is no abou media ion o con lic s. On he
con a y, hey said ha educa ion was p o oca ion, cons uc ion o knowledge, i was
con lic , which I ag eed. Bu , a e all, do we s ill need o discuss he concep o media ion? I
seems so, because i is no a consensus, which is good, because i is he dissen ha is in
he idea o media ion, which I sha e.
Media ion as appeasemen ... – some hing ha he 32nd Bienal educa o s media o s c i icized. I
began o wonde i his would no ha e been he idea when he e m s a ed o be used in
museums, o appease he mul iple possibili ies o eading images and objec s, he di e en
in e p e a ions and discussions, p o oked especially by con empo a y a educa ion p oposals
and, hinking abou he his o y museums, like I did in my esea ch (Alenca , 2015) o he
c i ical his o iog aphical e isions. Bu his is s ill specula ion on my pa .
Howe e , he idea o cul u al media ion ha I sha e he e has no hing o do wi h media ion o
con lic and appeasemen , bu a he wi h causing dissen (Ranciè e, 2014). The idea o con lic
media ion would be close , o example, o wha Be na d Da as desc ibed as di ec i e
media ion:
In he cul u al and a is ic domain, wo g ea app oaches o media ion can be dis inguished.
The i s is di ec i e and, in i s poo es o m, p o ides only an in e p e a i e sys em, imposing
a single kind o unde s anding o he cul u al objec . In i s iches o m, i p oduces
in e p e a i e sys ems ha y o a icula e, o no , and wo k oge he (Da as, 2009, p.37)
3
.
So, using he isuali y o an exhibi ion o co obo a e a p e iously elabo a ed cu a o ial
discou se ―p e iously elabo a ed by he media o―, is a o m o di ec i e, unila e al
media ion. Al hough media ion s a egies may be discussed, o example by asking ques ions,
i can also be a o m o di ec i e media ion depending on how he media o conduc s such
ac i i y, whe he o no he o she ac ually lis ens o he spec a o ’s o he isi o ’s s a emen s
and e lec ions.
To lis en o, o conside and o a icula e he esponses o he spec a o s, o unde s and i as an
educa ional wo k is hinking abou he educa o as a media o , since he di ec i e media ion
can be a o m o ac ing o e en a unc ion o he media ion esou ces like he ex s on he wall
and audio guides, o example. Howe e , d awing up a ques ion-based sc ip o econs uc a
p e ious discou se b ings a p oblem, a single poin o iew does no conside he di e en
con ex s, he di e en looks o ha isuali y, o ha subjec . The con ex o cul u al
2
The i le o he 32nd São Paulo Bienal o A s.
3
F ee ansla ion o : «No domínio cul u al e a ís ico podem-se dis ingui duas g andes abo dagens de mediação.
A p imei a é di e i a e, em sua o ma mais pob e, o nece só um sis ema in e p e a i o, impondo um único ipo de
comp eensão do obje o cul u al. Em sua o ma mais ica, p oduz sis emas in e p e a i os que en am se a icula ,
ou não, e abalha conjun amen e». (Da as, 2009, p.37).
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media ion hus ends up becoming a con ex o an educa ion ha ep oduces he alues o
he hegemonic cul u e, e en when he educa o is well-in en ioned:
Such is he conce n o he enligh ened pedagogue: does he li le one unde s and? He doesn’
unde s and. I will ind new ways o explain i o him, ways mo e igo ous in p inciple, mo e
a ac i e in o m [...].
A noble conce n. Un o una ely, i is jus his li le wo d, his slogan o he enligh ened –
unde s and – ha causes all he ouble. I is his wo d ha b ings a hal o he mo emen o
eason, ha des oys i s con idence in i sel , ha dis ac s i by b eaking he wo ld o in elligence
in o wo, by ins alling he di ision be ween he g oping animal and he lea ned li le man,
be ween common sense and science. [...] The child who eci es unde he h ea o he od obeys
he od and ha ’s all: he will apply his in elligence o some hing else. Bu he child who is
explained o will de o e his in elligence o he wo k o g ie ing: o unde s anding, ha is o say,
o unde s anding ha he doesn’ unde s and unless he is explained o (Ranciè e, 1991, p.8,
i alics in o iginal)
4
.
Jacques Ranciè e’s ci a ion c i icizes he idea o an appa en ly p og essi e educa ion, ha is o
say, many p eoccupa ions o explain a con en , many a emp s and p oposals ha do no ake
in o accoun he subjec i i y o he lea ne , ha do no conside he lea ning p ocess o he
o he , because “ he li le one” only exis s o a inal conclusion, a consensus: ha o he
educa o /ins i u ion/exhibi ion.
Resuming Da as’s (2009, p. 38) media ion app oaches, “ he second app oach o media ion is
cons uc i is . By di e se in e oga i e, p oblema ic, p ac ical, in e ac i e means, i
con ibu es o he eme gence o he cons uc ion o one o mo e in e p e a i e p ocesses by he
“ ecipien o he media ion”.
This second app oach may also be associa ed wi h ce ain ypes o media ion de ices: some
wi h s ong echnological appeal nowadays, such as able and mobile apps ha allow a
di e en way o looking a he exhibi ion, o e en in he display i sel , digi al ma e ials ha
p esen con ex s and p oblems o e lec on he wo ks, o e en simple g aphic ma e ials ha
p o oke an image eading. Usually such media ion de ices can be used by he public in
gene al, wi h he pu pose o making he iewe unde s and and/o e lec on a pa icula
a wo k, objec o image.
Bu i is he ac ion o he educa o as a media o ha I wan o ocus he e, he media o educa o
is he one who can use he objec o he a wo k, aking he isk o no knowing, o enhance
he au onomy o he isi o 's o he s uden ’s gaze, o be awa e o he ac ha he ins i u ion
and he himsel o she he sel b ings speeches om which he/she mus ge und essed. I is no
abou seeking neu ali y, bu abou e lec ing on i s subjec i i y and aking he isk o no
knowing (A kinson, 2011; Didi-Hube man, 2010), allowing he dissen ha “pu s a s ake a
he same ime he e idence o wha is sensible, hinkable, and possible, and he di ision o
hose who a e able o pe cei e, hink, and modi y he coo dina es o he common wo ld”
(Ranciè e, 2014, p.49).
4
The ansla o has iden i ied he English e sion o he ci a ion used by he au ho in: Rancié e, J. (1991) The
igno an schoolmas e . Fi e Lessons in In ellec ual Emancipa ion. S an o d, Cali o nia: S an o d Uni e si y P ess.
T ansla ed wi h an in oduc ion by K is in Ross.

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To p o oke dissen goes h ough pu ing him/he sel a isk o no knowing. As s a ed by
Dennis A kinson (2011), he “ isk aking” is a common no ion among A educa o s o p omo e
c ea i i y among s uden s, bu he p oposal is ha he s uden s ake he isk. Wha he au ho
p o okes us o e lec on is ha he educa o mus also ake he isk o p omo e he “e en ”
o a eal lea ning o ake place (A kinson, 2011).
Collabo a ion, pa icipa ion and hei ela ionship wi h
Media ion as a s a egy
Ea lie I e e ed o he e m cul u al media ion as an educa ional wo k ela ed o museums
and exhibi ions. I was in his en i onmen ha he concep eme ged in my p o essional li e,
he same con ex whe e mos o he deba es and esea ches a e also concen a ed.
Howe e , in addi ion o wo king in museums and exhibi ions, I am a p o esso and eache s’
educa o in o mal and non- o mal educa ion, and om some yea s o he p esen I ha e ied
o ake ideas abou cul u al media ion, especially in i s cons uc i is app oach (Da as, 2009),
o hese spaces. Whe he in Bachelo 's deg ee cou ses class oom, o in exhibi ions media o s
o ma ion cou ses, o in a dis ance con inuing educa ion cou se o eache s, such as
Ap endendo com A e.
... i is in e es ing o hink ha om he s a I unde s ood and concei ed he media ion as a
collabo a i e p ocess, an encoun e be ween people whe e e e yone is p esen in he building
o c ea ing some hing. I is almos he same as saying ha media ion is a collabo a i e p ocess
(Camila Lia, media o a Ap endendo com A e).
And in his mo emen , I began o ealize, in ag eemen wi h my colleague Camila Lia, ha
cul u al media ion has a close ela ionship wi h collabo a i e and pa icipa i e p ocesses in
educa ion. As Ranciè e (2009) says when he w i es abou he dis ibu ion o he sensible as he
exis ence o a common sha ed and ha ,
This appo ionmen o pa s and posi ions is based on a dis ibu ion o spaces, imes, and o ms
o ac i i y ha de e mines he e y manne in which some hing in common lends i sel o
pa icipa ion and in wha way a ious indi iduals ha e a pa in his dis ibu ion. A is o le
s a es ha a ci izen is someone who has a pa in he ac o go e ning and being go e ned.
Howe e , ano he o m o dis ibu ion p ecedes his ac o pa aking in go e nmen : he
dis ibu ion ha de e mines hose who ha e a pa in he communi y o ci izens (Ranciè e, 2004,
p.12, i alics in o iginal)
5
.
I belie e ha i is in hese collabo a i e p ocesses ha we can exe cise he dis ibu ion o he
sensible, expe ience a p oposal o decoloniza ion o he hough , po en ia e a democ a iza ion
in he cons uc ion o knowledge, as Pa illa says: “collabo a i e g oups a e hose in which all
5
The ansla o has iden i ied he ci a ion in he English e sion in: Ranciè e, J (2004). The Poli ics o Aes he ics. The
Dis ibu ion o he Sensible. London/New Yo k: Con inuum. T ansla ed wi h an in oduc ion by Gab iel Rockhill
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sha e he decisions ha we e made and a e esponsible o he quali y o wha is p oduced
oge he ”
6
(apud Damiani, 2008, p. 214).
Taking he wo k o o ming media o s o an exhibi ion o o eache s’ o ma ion as lea ning
p ocesses, “ he mos signi ican shi s om a adi ional class oom o a collabo a i e lea ning
expe ience cen e on he oles aken up by s uden s and eache s. Hie a chical s uc u es and
powe ela ions a e modi ied” (To es, 2007, p. 340). And I ha e no iced i is no com o able
nei he o he p o esso / eache / u o / aine /media o who has o gi e up his o he ole in
he p ocess, no o he s uden s/ eache s/media o s who need o ake he esponsibili y o
hei own lea ning/ o ma ion.
The p oposal o cul u al media ion in he cons uc i is pe spec i e, as men ioned p e iously,
can po en ialize he collabo a i e p ocess so ha i is necessa y o he media o o ac ually
gi e up his/he ole as a cen al pa in he p ocess, o he wise his p oposal would be
un easible.
I is s ill wo h men ioning he idea o pa icipa ion sugges ed in he ex . Nina Simon (2010),
discusses he eal meaning o he pa icipa o y museum, saying ha he opinions ha some
museums collec om he isi o s o he pa icipa ion o a small g oup o he socie y, o e en
he displays ha ca e abou he in e ac ion a en’ enough. E ec i e pa icipa ion would only
be possible, she said, when he public can collabo a e wi h he exhibi ion om he ou se so
ha he communi y would be hea d and encou aged o pa icipa e in a ious ways. This also
in e e es in powe ela ions, in he “dis ibu ion o he sensible” (Ranciè e, 2009), i we hink
abou he g ea museums as ins i u ions ha , like schools, ha e eme ged wi h he unc ion o
ins uc ing and ep oducing he powe sys ems (Alenca , 2015).
In his sense, I will ea he ideas o collabo a ion and pa icipa ion as synonyms, since I e e
o he cha ac e is ic o he “dis ibu ion o he sensible” (Ranciè e, 2009) as he c ea i e powe
ela ed o cul u al media ion.
And i is conside ing how he collabo a i e and pa icipa o y p ocesses e e be a e a e he
end o a wo k o a o ma i e p ocess, as he expe ience o sha ing su passes i s own space and
ime, ha I p esen wo expe iences in which he idea o he media ion po en ialized
collabo a ion and pa icipa ion in he o ma ion p ocesses, poin ing ou some cases in which
i e e be a ed and e e be a es in o he ac ions.
32nd Bienal’s case and i s e e be a ion
A he beginning o his a icle I commen ed on one o he expe iences in my wo k as he
media o s’ supe iso and aine a he 32nd Bienal ha has e e be a ed in my p o essional
and pe sonal li e. I do no in end o analyze he wo k de eloped, bu om he inal epo s o
he media o s who we e in my eams, I will make conside a ions abou cul u al media ion and
i s c ea i e powe in he collabo a i e p ocess no iced du ing he o ma ion cou se o he
6
F ee ansla ion o he o iginal ci a ion: “g upos colabo a i os são aqueles em que odos compa ilham as decisões omadas
e são esponsá eis pela qualidade do que é p oduzido em conjun o” (apud Damiani, 2008, p. 214).
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exhibi ion
7
. My wo k as he media o s’ supe iso and aine con inued h oughou he
exhibi ion, bu due o he la ge numbe o isi o s o he 32nd Bienal and he ene ic wo k
a ending school g oups, he cha ac e is ics o hese wo con ex s we e di e en , so I will
emphasize he o ma ion cou se.
I should also be no ed ha we we e a g oup o i e supe iso s who, along wi h he
coo dina ion o he educa ional p og am, decided collabo a i ely he pa hs o ou wo k du ing
he o ma ion cou se and, a e wa ds, ou wo k du ing he exhibi ion. Some guidelines we e
se by he ins i u ion, bu wi hin ce ain aspec s, especially ega ding he schedule o he gues
lec u e s, s udies on he a is s and se ing up o he exhibi ion, we had au onomy o ac as
aine s. Thus, he p ocesses in he i e di e en eams occu ed in a he e ogeneous way, no
only by hei composi ion, bu also by ou di e en expe iences as educa o s’ aine s. In his
way, I canno commen on he wo k o my colleagues, jus mine, om my memo ies and, as
I’ e said, om he epo s o he membe s o my eam, w i en epo s in he las wo weeks
o wo k, in o he wo ds, in he hea o e en s.
Tha said, I would like o s a by p esen ing some media o s' pe cep ions on cul u al
media ion as a s a egy wi h c ea i e po ency in he o ma ion o media o s, based on some
es imonials:
The supe ision eam p oposals we e g ea . They con empla ed didac ic momen s wi h he
au onomy o he g oup, making i easy o each educa o o b ing media ing p ac ices hey
al eady knew o be sha ed, empowe ing all o he pa icipan s wi h hese p ac ices epe oi e -
whe he hey we e o welcoming, esea ch o dynamics. Pe sonally, [I belie e] i was a key o
me o inc ease my epe oi e o p ac ical ac i i ies and knowledge as media ing ools.
The discussions we e always wi hin he issues add essed and wi h g ea space o deba ing and
lis ening on he pa o he supe iso . Also always posi ioning he sel o allow access and
equali y o speech in he g oup (Edua do Palhano).
Du ing he s udy pe iod, I ound i in e es ing he p oposal o each day one di e en educa o
s a ing he ac i i ies wi h poe y, g oup dance, a popula saying, a ex , some hing ha would
in oduce a discussion abou media ion o e en abou eelings ha ho e ed o e he
educa ional body. [...] These ac i i ies in luenced my isi s posi i ely (Ka ina Cos a).
The es imonies o Edua do and Ka ina e e o my s a egy in he o ma ion o media o s ha
conside s he exchange o expe iences, subjec i i ies, especially lis ening. I we conside wha
was said ea lie abou he idea o media ion wi h which I sha e, lis ening is pe haps he mos
impo an ac ion wi hin p ocesses in which media ion is he educa ional s a egy. I can ake
up Ranciè e (2011) wi h emancipa o y educa ion, o e en To es (2007) when he alks abou
he changes in powe ela ions and ela e o he au onomy and he ho izon ali y p oposed by
me as desc ibed by Edua do and Ka ina.
7
I is wo h men ioning ha he o ma ion cou se o media o s o he 32nd Bienal las ed 4 mon hs and was
conside ed pa o he wo k, wi h he same emune a ion o he wo k pe o med wi h he exhibi ion open o he
public. My eam was composed o 18 media o s, bu some o hem mo ed o o he eams a he beginning o he
exhibi ion, due o he di e en schedules and he wo k shi s acco ding o he a endance o he isi ing school
g oups.
46 // Alenca , V. Communia s. 5. 2021: 38-53
COMMUNIARS · 5 · 2021. ISSN 2603-6681· DOI: h ps://dx.doi.o g/10.12795/Communia s.2021.i05.03
I is also impo an o conside in hei es imonies how much he o ma i e p ocess o each
one e e be a ed o u u e ac ions, in my opinion, due o hei c ea i e po ency.
... we li ed a poe ic sha ing, in which we could unde s and and welcome ou di e en ways o
hinking, eeling and doing hings, app ecia ing he quali ies ha each membe b ough o he
g oup. He sensi i i y and lis ening we e keys o help us c ea e bonds be ween us, he
media o s. [...] Vale ia b ough us some o he p oposals, and many o he signi ican ac i i ies
we did as a g oup sp ou ed om hem, bu I hink he mos impo an hing o he quali y o
ou p ocess a his momen , in he con ex o many demands I ha e ou lined, was Vale ia's
gene osi y o ease he demands ha came om ou side, o lis en o ou needs, expec a ions and
anxie ies, p ecisely, gi ing us space o c ea e he hy hm o he g oup along wi h he (Lucas
I aca ambi).
Lucas's unde s anding o sha ing is e y special, he idea o “dis ibu ing he sensible” is so
dea o me as Ranciè e’s “emancipa o y educa ion” and bo h ha e been some o my guiding
p inciples a my media ion wo k. Also, i is impo an o highligh he c ea i e pe cep ion o
he wo k, when he uses he wo d “sp ou ed”.
I would also like o d aw a en ion o he pe cep ion o collabo a i e and pa icipa o y wo k,
ha a e acili a ed by media ion. As Nina Simon (2010) ells us abou how pa icipa ion wo ks:
The e a e wo coun e -in ui i e design p inciples a he hea o success ul pa icipa o y
p ojec s. Fi s , pa icipan s h i e on cons ain s, no open-ended oppo uni ies o sel -
exp ession. And second, o collabo a e con iden ly wi h s ange s, pa icipan s need o engage
h ough pe sonal, no social, en y poin s. These design p inciples a e bo h based on he concep
o sca olding (p. 22).
Tha is, unde s anding he pa icipa ion h i es on cons ain s is coun e in ui i e as Simon
says, o i may seem ha pa icipa ion, collabo a ion, mus be ee. They a e, bu wi hin a
p ojec o c ea ion we ha e goals and objec i es, a collec i e p ojec mus ha e collec i e goals
and objec i es, which isn’ easy, bu can be buil oge he , as Lucas says in his es imony o
e en Danielle:
We’ e buil a e y beau i ul and impo an exchange ield ha las ed un il he end o he
o ma ion cou se. Vale ia le us he will o expose aspec s ha we wan ed o imp o e and o
p esen o he g oup ou esea ches and po en iali ies. [...] we’ e cons uc ed many maps
[concep ual and a ec i e], we alked a lo and had space o p opose, oo, o build oge he .
Vale ia didn’ speak o us, she spoke wi h us (Danielle Sleiman).
S ill, aking up Nina Simon (2010), he second p inciple o pa icipa ion is he “going social”
when she p oposes ha i is necessa y o hink abou exhibi ions whe e people a e mean o
mee people, beyond he s a egies o he media o , in o he wo ds, o p opose ha he
indi idual alone makes he “me- o-we” mo emen . Simon e e s o exhibi ion spaces, bu I can
make an analogy o he p ocess o he media o s’ o ma ion, whe e my s a egy was o
in e e e as li le as possible in he discussions, p o oking momen s o au onomy and dissen .
Bu o some media o s such s a egy wasn’ so clea : “I seems agg a a ing o me ha a
p epa a o y cou se o media o s (al hough I p e e educa o s as designa ion) has so li le
space o discuss educa ion and educa ional p ac ices” (Lua a Ca alho).
The e a e wo e y impo an poin s in Lua a's conside a ions. One o hem, as I said ea lie ,
he idea o unde s anding he media o 's wo k, which was clea o me, a gene al consensus, I
Alenca , V. Communia s. 5. 2021: 38-53 // 53
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