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Over the past several decades, the nature and extent of the educational role of the museum have changed to a large extent, while the educational function of these institutions has become important. In this respect, the subject of the paper deals with the analysis of the theoretical frameworks based on the contemporary approaches to educational activities in the museum, which focus is on considering possibilities to apply critical pedagogy in shaping the museum pedagogical activities and developing the learning environment. It is concluded that contemporary discourse of museum pedagogical activities contains dominant ideas on the construction and co-construction of knowledge, which have a powerful influence on considering the museum as a place of learning. The analysis of critical pedagogy settings also makes possible to conclude that a critical theoretical framework could provide a sufficiently good starting point for the development of museum pedagogical activities that would respect different voices and facilitate learning for all, which would open the way for both excellence in education and democratization of education. [ABSTRACT FROM AUTHOR]