Patrimônio cultural e educação: uma abordagem nos contextos sociocomunitário e escolar

Abstract

Contemporary conceptions of Cultural Heritage and Heritage Education have been progressively challenged and expanded, shifting the focus from traditional approaches to perspectives that recognize the memories, knowledge, and practices of historically marginalized popular groups. Within this theoretical and political inflection, this research investigates the valorization of local heritage in the municipality of Betim/MG, taking as a reference two cultural assets located in a peripheral rural area of the city: the Dois de Julho Settlement Nucleus and the Santo Afonso Kings' Day celebration. The core of the investigation lies in the challenge of articulating the vernacular knowledge produced in these socio-community contexts with pedagogical proposals of a problematizing and emancipatory nature, capable of promoting effective interaction and integration between school and local heritage. In this sense, the research problem is: how to articulate the socio-community processes of cultural transmission with emancipatory practices of Heritage Education in the school context? The investigation of cultural transmission processes and the relationships of these communities with their heritage takes place in situ, through the direct and indirect involvement of students, alumni, and parents of a state school in Betim that has ties to these cultural assets, seeking participatory and critical construction in favor of awareness regarding heritage and the recovery of local memory. The objective of the research is to understand the formative processes of socio-community cultural transmission in order to propose educational approaches that value local tangible and intangible heritage. The research adopted participatory methodologies inspired by Paulo Freire and Carlos Rodrigues Brandão, using participant observation, participatory research, questionnaires, and Popular Culture Circles. The results highlight the potential of an anti-hegemonic Heritage Education, insofar as dialogue, assumed as a principle and method, enabled the critical articulation between socio-community and school knowledge, contributing to the re-signification of local heritage. The pedagogical practice of the study materialized in an educational product based on Popular Culture Circles, favoring the overcoming of the dichotomy between school and community and consolidating the school as a space for mediation and production of shared meanings. This approach proves relevant for the training of teachers and community agents, as it offers theoretical and practical support for the development of critical, participatory, and contextualized educational actions.