Patrimonio histórico-cultural:leitura critica dos conceitos e suas implicações na prática escolar

Abstract

This dissertation is the result of critical analysis and reading of what, commonly is called as Historical Cultural Patrimony. The objectives were: the analysis of the concepts of power implicated with the questions about origin, representation and contradictory employment of the same reality; and to investigate the political and educational paths that are viable for the school to become the institution where children and youngsters may learn to preserve the Historical and Cultural Patrimony, to reinterpreted the past in a critical way and to make that each one and all's own space may be constructed in a collective manner. The choice of the tematic as well of the dialectic critical reference alike (School of Frankfurt), above all Adorno and Horkheimer, is that, in fact, moments of encounter, called by history and by art, may be alienated and fantasied by products of the cultural industry. For the most e, specially, for youngsters and children in school, it results necessary to pursuit the right to known history in a critical manner, to enjoy art works, without consent in the dangerous interpretation of the power elite. It's a bibliographic investigation, with the examination of oficial sources including etnography by realizing a field research with teachers in University and with teachers in Basic and Middle Learning in the public net, refering to the disciplines of History, Geography, Language and Turism. They answer to open questions, about the dynamics in the classroom and internal relations and planning politics for that the so called Historical Cultural Patrimony may be inserted in the curricular and school planning; The research halted with the problem of formal education refering to the patrimonial issue, according to the teachers answers, the Historical Cultural Patrimony constitutes the riches of a people e heritage for future generations. The proposition is that the critical analysis about each patrimonial element, and corresponding concept, not be operated only by an intelectual elite, and that education bases itself more intenselly in the critical usage of Patrimony in the scholar space, above all, with the participate elaboration of programs. The education does not accept the reproductive role of educational structures of domination and exploration. The analysis may indicate new and more democratic historical and political relations, taking the society to a concrete comprehension about historical and cultural patrimony, and closer to its interests.