EDUCAÇÃO PATRIMONIAL: Uma proposta de ações pedagógicas no Instituto de Educação, Ciência e Tecnologia do Maranhão (IEMA) – São Luís

Detalhes bibliográficos
Ano de defesa: 2024
Autor(a) principal: ROCHA, Geórgia Fernanda do Nascimento lattes
Orientador(a): MOTA, Antonia da Silva lattes
Banca de defesa: MOTA, Antônia da Silva lattes, GALVE, Fernanda Rodrigues lattes, CAMÊLO, Júlia Constança Pereira lattes, VITURIANO, Hercília Maria de Moura lattes, CAMPOS, Marize Helena de lattes
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Maranhão
Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
Departamento: DEPARTAMENTO DE HISTÓRIA/CCH
País: Brasil
Palavras-chave em Português:
Conscientização;
Educação Patrimonial;
Patrimônio Cultural
Palavras-chave em Inglês:
Awareness;
Heritage Education;
Cultural Heritage
Área do conhecimento CNPq:
Avaliação de Sistemas, Instituições, Planos e Programas Educacionais
Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5933
Resumo: The research entitled HERITAGE EDUCATION: a proposal for pedagogical actions at the Institute of Education, Science, and Technology of Maranhão (IEMA) – São Luís, is a study developed within the scope of the professional master's program, aiming to understand the theoretical-practical challenges and perspectives on Heritage Education at IEMA. The goal was to develop, based on pedagogical and collaborative actions, methodological suggestions that could contribute to teaching practices in relation to Heritage Education. To achieve our goal, we chose bibliographic research as our methodology, aiming for a broad scope of information and enabling the conceptual construction that involved the object of study. Our target audience consisted of history teachers from the institution, with whom we collectively produced these guidelines. For data collection, we selected instruments such as: pedagogical meetings and semi- structured interviews, directed to the research participants. To support the theoretical foundation of this work, we used authors such as: Freire (2011), Gonçalves (2014), Horta, Grunberg, Monteiro (1999), Teixeira (2008), and Bittencourt (2018), who discuss the concepts of Heritage Education and its importance to be addressed and valued in schools across all subjects, including Humanities, Languages, and Exact Sciences.

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