Heritage education: pathways, conceptions and appropriation

• Autor(a) principal: Gil, Carmem Zeli de Vargas
• Data de Publicação: 2014
• Outros Autores: Possamai, Zita Rosane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Mouseion (Canoas)
• Texto Completo: https://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/1874
• topic: Heritage education; Museum; School; IPHAN; Museum education; Educação Patrimonial; Museu; Escola; IPHAN; Educação em museus; Educação patrimonial

In this paper, we make a journey in time, addressing the relationship between education and heritage and education and museums. The pedagogical bias follows the practices of museums and those related to heritage, although distinctions between them can be perceived. While museums deepened its educational mission in time, policies for the cultural heritage in Brazil only recently incorporated educational practices in their preservation efforts of cultural property. In this context, emerged the so-called heritage education in the context of museums and appropriated by the federal agency for the administration of Brazilian heritage and the educational institutions. The goal is to understand the appropriations and innovations related to the representations and practices concerning memory and cultural goods, whether by museums and heritage management agencies, or by programs and projects in basic education, in order to inspire that reflect and act around the theme of heritage education.