This study investigates the actions and professional development strategies carried out by the museums of the Federal University of Rio de Janeiro (UFRJ) for Basic Education teachers, highlighting the importance of Museum Education as a strategy for teachers continuing professional development. The research adopts a qualitative approach, with methodological development through interviews with museum representatives, observations of professional development initiatives for teachers, and an investigation into the perceptions of participating educators, generating data for content analysis. To map the museums and their professional development strategies, questionnaires were applied to museum representatives and Basic Education teachers. The selection of indicators is based on theoretical references that directly connect teacher training initiatives to the museum context, considering cultural, social, and scientific aspects. The data analysis reveals that museum experiences not only enrich teachers curricula but also foster a deeper understanding of cultural and scientific education, which is essential for contemporary pedagogical practice. The findings emphasize the need for training that integrates theoretical and practical aspects, in alignment with the guidelines of the National Museum Education Policy (PNEM). Additionally, the study highlights the challenges in implementing professional development initiatives that effectively integrate museum spaces into school routines, suggesting that museums can serve as valuable allies in building a more contextualized and pluralistic education. The research concludes that continuing professional development and collaboration between educators and museum professionals are fundamental for updating curricula to meet contemporary educational demands. Museums emerge as significant institutions in teachers professional development, serving as spaces for learning and reflection that support the construction of knowledge and innovative educational practices. Furthermore, the study advocates for a continuous dialogue between schools and museums, proposing that expanding this interaction can play a crucial role in enhancing teachers professional development and enriching the educational process.