Heritage Education and Collective Memory in History Teaching
Education and its commitment to the memory and heritage of different social groups, because everyone has a history
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The research, developed as a Master's Degree Programme, sought to define strong bibliographical references on the importance of history. We opted for a qualitative approach to data collection in the documentary stage and in the interviews. The work originated from concerns about the possibilities of school education contributing to the formation of a sense of belonging in relation to heritage and collective memory. Through the subject of History, the natural path for forms of Heritage Education was assumed. The work carried out by IPHAN ( National Institute of Historical and Artistic Heritage)...
The research, developed as a Master's Degree Programme, sought to define strong bibliographical references on the importance of history. We opted for a qualitative approach to data collection in the documentary stage and in the interviews. The work originated from concerns about the possibilities of school education contributing to the formation of a sense of belonging in relation to heritage and collective memory. Through the subject of History, the natural path for forms of Heritage Education was assumed. The work carried out by IPHAN ( National Institute of Historical and Artistic Heritage) in Brazilian heritage preservation was investigated. A series of school documents called "Curriculum Frameworks", from the 1970s to the present day, made it possible to understand the school's distancing from the subject of History and related humanities. Finally, at the interview stage, History Educators and Specialists from 7 schools in Minas Gerais expressed their difficulties and possibilities for Heritage Education, emphasising the interdisciplinary nature of the methodologies required. In this way, the role of the school can also awaken cultural awareness and action.
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