A NARRATIVA DOS IDOSOS:ANÁLISE A PARTIR DE WALTER BENJAMIN – UMA CONTRIBUIÇÃO PARA A EDUCAÇÃO PATRIMONIAL DE PONTA GROSSA - PR

Abstract

This research construction had as basic reference the question that Walter Benjamin makes relative to the value of the Cultural Heritage without that experience link him to the community. From the theoretical assumption of critical theory, identifies that the critical knowledge wants to show two situations: first, that the traditional scientific production is partial and, secondly, that the appearance to which it is limited is the same produced by capital in its logic illusive- equality and freedom. The goals of this research are focused on analyzing the potential and limitations of memory from elderly people in establishing how heritage education strategy, taking as a reference the concepts of Benjamin (2004), concerning the memory, experience, narration on these days; discuss the field of Cultural Heritage and the role of heritage education, pointing the advances of public policies in the process of community sensibility about the importance and value of preservation; and, yet, get the narration of the elderly people in the enlargement of the stories that have not been spoken for history considered official.Thus, the search was made for the search, in the memory of the elderly people, of narratives that would provoke the re-elaboration of new and thought-provoking stories about the Cultural Patrimony of Ponta Grossa, Paraná. The methodological procedures followed the following steps: epistemological and theoretical definition concerning the categories of the research and articulation between Walter Benjamin and Critical Theory, in the process of argumentation of the experience of the elderly people and the patrimonial education; definition of the spaces and actors of the research; collection of narrations, transcription and composition of stories, grouped by similarities .The thesis is divided into four parts: the construction of concepts from the theoretical assumptions of Walter Benjamin; the contextualization of Cultural Heritage and the Heritage Education; the presentation of the theoretical history of the places chosen; and, finally, the speech of the elderly people in the composition of selected for writing another story. It is the understanding that make history is also narrate the past, from new looks of this present. Allyingthe question of experience, memory, memory and narration has become a personal concern of the researcher, combined with the search for new ways to sustain preservation and, consequently, to subsidize Patrimonial Education, contributing to cultural valorization through new strategies of dialogue with the architectural references.