Heranças (des)legitimadas: o ensino de história e o patrimônio cultural de Crato-CE

• Ano de defesa: 2024
• Autor(a) principal: Brito, Isabel Brasil de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em História
• Palavras-chave em Português: Ensino de História; History Teaching; Educação Patrimonial; Heritage Education; Patrimônio Cultural e Memória; Cultural Heritage and Memory; CNPQ::CIENCIAS HUMANAS::HISTORIA; História; Patrimônio cultural - Crato (CE); Planejamento patrimonial - Crato (CE); História - Crato (CE); ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/44982; http://doi.org/10.14393/ufu.di.2024.5247

The present work aims to understand how History Teaching in the city of Crato-CE has approached the theme of Cultural Heritage. The research is based on some questions such as: What is the place of Crato's cultural heritage in history teaching? Place of use or forgetfulness? What are the ideas and practices of Heritage Education in schools in the municipality? We interrogated the formative documents that guide teaching on the subject in Crato (BNCC, PCNs, DCRC – Documento Curricular Referencial do Ceará) and the teaching of history in the city of Crato: Which cultural heritage of Crato is legitimized/evoked in the teaching of history in basic education? The methodology used was the application of a data collection instrument: Questionnaire, applied to History teachers in the municipality who work in Elementary Education in the final years with the purpose of understanding how the discipline works and its pedagogical practices. Exploratory interviews were also carried out with two teachers, who, in partnership, developed a heritage education project at the school where they worked, as well as using readings and analyzes of texts, productions and research on the topics researched. The main sources used to carry out the research are: speeches, and traces of what History of Basic Education teachers in the city of Crato-CE think and do, who contribute to the construction and functioning of History Teaching and the work produced by teachers on the theme of the city's Cultural Heritage. As a documentary source, it was important to use the Municipality's Law on Subdivision, Use and Occupation of Soil, the documents of the State Council for the Preservation of Cultural Heritage, the booklets produced by municipal and state bodies on the city's Cultural Heritage, the formative documents that govern basic education (BNCC, PCNs, DCRC, PPPs) and the Cultural Cartography of Crato (SECULT and URCA). In the bibliographic research, authors are used who discuss the main issues addressed in the research, the Teaching of History and Cultural Heritage, such as Maurice Tardif, Sandra Jantahy Pensavento, Ricardo Oriá Fernandes, Selva Guimarães Fonseca, Thaís Nívea de Lima Fonseca. The work may contribute by evoking discussions about the organization/structuring of the History discipline in the city of Crato as well as about the importance of using/problematizing Cultural Heritage in the teaching of history, in your city, by promoting the recognition and importance of preserving these cultural assets, as well as discussing the formation of memory and identities that led to the recognition/use of these heritages.