Patrimônio e Educação: as metodologias da Educação Patrimonial nas aulas de história.

Abstract

Discussions about educational actions with cultural heritage raise several issues, one of which is the very notion of heritage that a population owns. In this sense, we first sought to get together with the residents of Tefé-AM, about what they understand as cultural heritage in the city, through interviews and a poll applied to students. From the qualitative and quantitative analysis of the data collected during field research, it was noticed that the understanding of cultural heritage in the city is linked to the monuments, something material and grandiose, which results in the forgetfulness of cultural practices, that is, the immaterial. In addition, it was noticed through the observations during supervised internship that there is a lack in educational projects, mainly in the teaching of history, that use the cultural patrimony as a source of knowledge. From this, it was felt the need to promote educational activities that involved the cultural heritage, that is, the use of heritage education, as a proposal to be used in the classroom. This experience had students from the ninth grade of elementary school and teacher of the public school network of a state school in Tefé.