"O lugar que é meu e seu": ações educativas nos espaços não-formais a partir do patrimônio histórico cultural

• Ano de defesa: 2019
• Autor(a) principal: Barboza, Vania Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Erechim; Programa de Pós-Graduação Profissional em Educação; UFFS
• Palavras-chave em Português: Educação; Patrimônio cultural; Patrimônio histórico; Identidade cultural; Memória; Cidadania
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/3643

Heritage Education is a methodological resource that enables children and adults to have contact with cultural goods and phenomena and, by giving them meanings, realize the importance of their preservation as references of identity and memory. This study, aimed to discuss the Heritage Education in non-formal spaces as a fundamental instrument in the construction of citizenship. Its proposal was developed through a qualitative research, in the action research modality, applied to a group of children and adolescents who participate in the socio-educational activities of the AABB Community Integration Project in the municipality of Erechim. This study proposal has academic relevance because it allowed discussing the Heritage Education in a non-formal education space as an instrument for the construction of citizenship, cultural identity, memory and feeling of belonging. The social relevance of the Heritage Education proposal in non-formal education was realized in the form of social inclusion, since it allowed students to realize themselves as historical beings who, when feeling part of the cultural heritage, developed the feeling of belonging and identity, which makes it possible to defend their rights as citizens. Analyzing the speeches and activities carried out from the categories culture, identity, belonging, memory and citizenship made it possible to demonstrate that treating Heritage Education critically can lead individuals to their emancipation, to see themselves as subjects belonging to memory spaces, forming their identity and, consequently, to feel citizens. The feeling of belonging, also a result of the proposed activities, made the students see themselves as part of the space they consider their heritage, so identity became a consequence. For this reason, Heritage Education, by being liberating and reflective leads individuals to understand their reality by understanding historical memory and past facts and the role of educators is enphasize that cultural heritage is not used to naturalize injustice and social violence, but to be inclusive and promoting of social justice.