Cultural Heritage Education and Brazilian Schooling Policies
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação & Realidade |
Texto Completo: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/55022 |
Resumo: | This paper aims to reconstruct the trajectory of cultural heritage education in Brazilian schooling policies in order to understand the shifts in their political and cultural contents, from a model of education centered on the ideological formulation of a national drive to a statute erected under the aegis of cultural diversity. Based on document analysis, it concludes that the meanings assigned to cultural heritage education follow a tendency to the patrimonialization of differences through the recognition of actors and social groups not incorporated into the policies. However, its presence in this context still is quite peripheral, given the number of different socioeconomic interests in dispute in the definition of heritage and in their practices. |
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Educação & Realidade |
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Cultural Heritage Education and Brazilian Schooling PoliciesEducação Patrimonial e Políticas de Escolarização no BrasilCidadania. Escolarização. Educação Patrimonial. Diversidade Cultural.Citizenship. Schooling. Cultural Heritage Education. Cultural Diversity.This paper aims to reconstruct the trajectory of cultural heritage education in Brazilian schooling policies in order to understand the shifts in their political and cultural contents, from a model of education centered on the ideological formulation of a national drive to a statute erected under the aegis of cultural diversity. Based on document analysis, it concludes that the meanings assigned to cultural heritage education follow a tendency to the patrimonialization of differences through the recognition of actors and social groups not incorporated into the policies. However, its presence in this context still is quite peripheral, given the number of different socioeconomic interests in dispute in the definition of heritage and in their practices.O artigo visa reconstruir a trajetória da educação patrimonial nas políticas brasileiras de escolarização a fim de compreender os deslocamentos em seus conteúdos político-culturais, de um modelo de educação centrado na formulação ideológica de uma unidade nacional para um estatuto erigido sob a égide da diversidade cultural. A partir de análise documental, conclui que os sentidos atribuídos à educação patrimonial acompanham uma tendência à patrimonialização das diferenças, mediante o reconhecimento de atores e grupos sociais não incorporados às políticas. Contudo, sua presença nesse contexto ainda é bastante periférica, tendo em vista os diversos interesses socioeconômicos em disputa na definição de patrimônio e em suas práticas.FACED - UFRGS2016-04-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/55022Educação & Realidade [Education & Reality]; Vol. 41 No. 2 (2016)Educação & Realidade; v. 41 n. 2 (2016)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/55022/48035Silva, Rodrigo Manoel Dias dainfo:eu-repo/semantics/openAccess2018-04-30T18:01:06Zoai:seer.ufrgs.br:article/55022Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-04-30T18:01:06Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Cultural Heritage Education and Brazilian Schooling Policies Educação Patrimonial e Políticas de Escolarização no Brasil |
title |
Cultural Heritage Education and Brazilian Schooling Policies |
spellingShingle |
Cultural Heritage Education and Brazilian Schooling Policies Silva, Rodrigo Manoel Dias da Cidadania. Escolarização. Educação Patrimonial. Diversidade Cultural. Citizenship. Schooling. Cultural Heritage Education. Cultural Diversity. |
title_short |
Cultural Heritage Education and Brazilian Schooling Policies |
title_full |
Cultural Heritage Education and Brazilian Schooling Policies |
title_fullStr |
Cultural Heritage Education and Brazilian Schooling Policies |
title_full_unstemmed |
Cultural Heritage Education and Brazilian Schooling Policies |
title_sort |
Cultural Heritage Education and Brazilian Schooling Policies |
author |
Silva, Rodrigo Manoel Dias da |
author_facet |
Silva, Rodrigo Manoel Dias da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Rodrigo Manoel Dias da |
dc.subject.por.fl_str_mv |
Cidadania. Escolarização. Educação Patrimonial. Diversidade Cultural. Citizenship. Schooling. Cultural Heritage Education. Cultural Diversity. |
topic |
Cidadania. Escolarização. Educação Patrimonial. Diversidade Cultural. Citizenship. Schooling. Cultural Heritage Education. Cultural Diversity. |
description |
This paper aims to reconstruct the trajectory of cultural heritage education in Brazilian schooling policies in order to understand the shifts in their political and cultural contents, from a model of education centered on the ideological formulation of a national drive to a statute erected under the aegis of cultural diversity. Based on document analysis, it concludes that the meanings assigned to cultural heritage education follow a tendency to the patrimonialization of differences through the recognition of actors and social groups not incorporated into the policies. However, its presence in this context still is quite peripheral, given the number of different socioeconomic interests in dispute in the definition of heritage and in their practices. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-04-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/55022 |
url |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/55022 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/55022/48035 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
FACED - UFRGS |
publisher.none.fl_str_mv |
FACED - UFRGS |
dc.source.none.fl_str_mv |
Educação & Realidade [Education & Reality]; Vol. 41 No. 2 (2016) Educação & Realidade; v. 41 n. 2 (2016) 2175-6236 0100-3143 reponame:Educação & Realidade instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Educação & Realidade |
collection |
Educação & Realidade |
repository.name.fl_str_mv |
Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
||educreal@ufrgs.br |
_version_ |
1799766986295607296 |