Educação patrimonial e ensino de história: da legislação à construção da identidade

Abstract

Believing in transformative education as a crucial part in the mediation process of Knowledge has always been something that captivated me. In this way, I can say that love for teaching arrived much earlier than the time of development of this research. Against Furthermore, we seek to understand, with this study, the relationship between Heritage Education and History Teaching in the process of constructing the student's identity, from the indigenous people who lived here, as well as the arrival of the Portuguese in Brazilian lands until the exercise of teaching practice. In this sense, we will address the connection between Historical and Cultural Heritage with the current formation of Brazil, highlighting the importance of keeping existing cultural traditions alive in the formation of society and the promotion of citizenship. We will also explore the idea of belonging and the connection between individuals and their communities, understanding which were the ruptures and permanences in current Brazilian legislation when it comes to diversity ethnic and cultural. Likewise, we will emphasize the relevance of the Heritage Institute National Historical and Artistic (IPHAN) for public and private preservation policies contemporary social identity, as well as we will learn about the criteria for classifying cultural manifestations that make up the material and immaterial goods that require safeguard. Therefore, we will deepen the investigation through the relationship between History Teaching, Heritage Education and the reflection of the Historian Professor, in such a way as to explore the possibilities for the mediation of historical knowledge based on integration between school curricula and the Common National Curriculum Base, Gaúcho Curricular Reference and the Guiding Document for the territory of Passo Fundo. Finally, we will provide the reader with an adaptation to the school curriculum with assertive methodologies that use didactic transposition as a teaching resource, dialoguing between practical knowledge and theoretical. This will allow students to develop their critical sense and adopt a approach of doing-thinking historically about its role in society.