Comunidades quilombolas de Restinga Sêca no território da Quarta Colônia Geoparque UNESCO e a educação patrimonial

• Ano de defesa: 2025
• Autor(a) principal: Bianquin, Juliana Machado Ribeiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Patrimônio Cultural; Centro de Ciências Sociais e Humanas
• Palavras-chave em Português: Educação patrimonial; Restinga Sêca; Comunidades quilombolas; Identidade; Quarta Colônia Geoparque Unesco; Heritage education; Quilombola communities; Identity; Fourth Colony UNESCO Geopark; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/36930

This dissertation and its resulting product were developed in the Master’s program in Cultural Heritage (Professional), linked to the Area of Concentration and Research Line in History and Cultural Heritage. The study aimed to understand, value, and create an educational instrument/tool for the quilombola communities in the municipality of Restinga Sêca, Rio Grande do Sul—a territory that is part of the Fourth Colony UNESCO Geopark. Initially, a bibliographic survey on the topic was conducted for subsequent field research and documentary sources. The data obtained were analyzed with a focus on observing local successes and needs, the importance of environmental and heritage preservation, and school education in the municipality. The relationships between territory and territorialities are produced through the redefinition of what it means to be a quilombola for the individuals of these communities. Therefore, understanding the symbolic aspects that constitute quilombola identity and culture is fundamental both for the community as a whole and for equipping the teachers who work within them in their pedagogical practice. Thus, we developed a proposal for a teaching material to support teachers in the territory, to support and assist in the effective development of actions based on the Heritage Education curriculum component from the perspective of educating about ethnic-racial relations. This material can be used as a tool for tourism promotion and/or to support the tourism sector.