Educação patrimonial no contexto arqueológico : reflexões acerca das práticas educacionais

• Ano de defesa: 2017
• Autor(a) principal: Matos, Alexandre Pena
• Orientador(a): Hilbert, Klaus Peter Kristian
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em História
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Patrimônio Cultural; Educação Patrimonial; Arqueologia Acadêmica; Arqueologia Preventiva
• Área do conhecimento CNPq: CIENCIAS HUMANAS::HISTORIA
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/7736

This thesis proposed a reflection on the practice of Patrimonial Education in the two aspects of the archaeological context, the academic archeology and the preventive. The issues presented here have raised in my 10 years of work at the forefront of archaeological work, mainly in the demand for the dissemination of the knowledge that research generates. There is a longing for the diffusion of knowledge, but when returning to the places that served in the first moments of the propagation of cultural heritage, whether formal or informal places of learning, there was no trace of the development of the work begun, at most one or another part that considered the acts of exchange of knowledge were for "killing time," "holiday," "fulfilling an obligation," "a festive day," or "act for the act’s sake" The reflection of this process was done through questions: how to carry out actions that remain in the average and long duration? What are the actors for this process to become possible? How do you make it happen? Thus, in this study we used the methods macroanalysis and comparative research as a methodological approach to reflect on educational actions in academic archeology. The considerations that we sought to assess were the potentialities, limitations and challenges that each observed group (teachers, students, community) enjoyed in the contact with the cultural patrimony through actions for the educational and temporal heritage (short, medium or long term).