EDUCATION FOR CULTURAL HERITAGE IN THE CONSTRUCTION OF HISTORICAL KNOWLEDGE: KNOWLEDGE AND ACTIONS HISTORY TEACHERS IN THE MUNICIPALITY OF VITÓRIA, ESPÍRITO SANTO
Nombre: FABIANA MOURA GONÇALVES MORO
Fecha de publicación: 16/07/2024
Junta de examinadores:
Nombre |
Rol |
|---|---|
| BETÂNIA DE OLIVEIRA LATERZA | Examinador Externo |
| BRUNO DOS SANTOS PRADO MOURA | Examinador Externo |
| EDUARDO AUGUSTO MOSCON OLIVEIRA | Examinador Interno |
| REGINA CELI FRECHIANI BITTE | Presidente |
| VILMAR JOSÉ BORGES | Examinador Externo |
Resumen: As a general objective, the study aims at researching on what ways the approaches and practices of the education for the heritage in History teaching allow the feeling of belonging, the appreciation of collective and individual memories, the construction of citizenship and identities and the production of historical knowledge. This paper is carried out of the line of research 1, namely, Docência e Gestão de Processos Educativos (Teaching and Management of Educational Processes) from Professional Graduate Program in Education at the Federal University of Espírito Santo. The research emerges from the following questioning: in History teaching, does the education for the heritage allow the formation of historical sense, promoting the appreciation of collective and individual memories? The study is based on the reflections and conceptions of a History teaching that walks towards the formation of a historical subject and of the historical sense elaborated by Rüsen (2010) and the discussions on memory proposed by Jacques Le Goff (2013) and Bosi (2023) out of the reflections on narratives as the ones conceived by Benjamin (2012), which, related to the pedagogical practices in education for the heritage as the propositions of Fernandes (1993 and 2021), Fernandes and Pereira (2012), Tolentino (2019) and Mattozzi (2008), dialogue with a teaching construction that faces the appreciation of culture, memory, the construction of identities, the acknowledgment of collective and individual histories and the construction of historical knowledge. By reflecting on the conception of education for the heritage, its construction and evolution in the last decades, the international and national legislations that enable it and the pedagogical practices that promote identities in History teaching, we sought to dialogue with five teachers from the municipal school system of Vitória, ES, supported by the oral history methodology and based on the assumptions of Thompson (1992), Meihy and Holanda (2022) Meihy and Seawright (2022), Delgado (2010), Aberti (2004) and Portelli (2010). We gave the teachers visibility by listening to their narratives and through the socialization of their practices. We conclude this study by highlighting that the education for the heritage in History teaching is a challenging but powerful practice that enables the reflection and construction of identities and the production of historical knowledge.
