Rural pedagogical tourism in Joinville: does it a protection of cultural heritage?
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Mouseion (Canoas) |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/5271 |
Resumo: | Joinville has rural tourism initiatives since the 1990s. The paper aims to historicize, analyze and problematize the so-called “Projeto Viva Ciranda” (PVC). Adjectivized by the municipal public power as a project of pedagogical tourism in rural space, we aim, firstly, to reflect on the meanings of this categorization and the pedagogical character that it arouses. In order to mobilize ideas associated with rural patrimony, in the second stage, we seek to verify within the scope of the project whether (and how) the rural patrimony is triggered, valued and to what extent this drive contributes to its protection and repercussion in the teaching-learning processes. The methodologies used were bibliographic and documentary research, observations in loco, where the information was recorded in a field notebook, and oral history. It was verified that visits of groups of students to pedagogical properties disconnected from the dynamics of teaching-learning do not become effective as a model of pedagogical tourism. On the other hand, for owners, whose properties integrate the activities, the project contributes to the protection of what they conceive as rural patrimony. |
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Rural pedagogical tourism in Joinville: does it a protection of cultural heritage?O turismo pedagógico rural em Joinville: proteção do patrimônio cultural?HeritageTourismProjeto Viva CirandaPatrimônioTurismoProjeto Viva CirandaPesquisa ExploratóriaJoinville has rural tourism initiatives since the 1990s. The paper aims to historicize, analyze and problematize the so-called “Projeto Viva Ciranda” (PVC). Adjectivized by the municipal public power as a project of pedagogical tourism in rural space, we aim, firstly, to reflect on the meanings of this categorization and the pedagogical character that it arouses. In order to mobilize ideas associated with rural patrimony, in the second stage, we seek to verify within the scope of the project whether (and how) the rural patrimony is triggered, valued and to what extent this drive contributes to its protection and repercussion in the teaching-learning processes. The methodologies used were bibliographic and documentary research, observations in loco, where the information was recorded in a field notebook, and oral history. It was verified that visits of groups of students to pedagogical properties disconnected from the dynamics of teaching-learning do not become effective as a model of pedagogical tourism. On the other hand, for owners, whose properties integrate the activities, the project contributes to the protection of what they conceive as rural patrimony.O artigo visa discutir se o Projeto Viva Ciranda (PVC) em Joinville (SC), que é caracterizado pelo poder público como um projeto de turismo pedagógico no espaço rural, ao mobilizar o patrimônio cultural dos agricultores para incluí-lo na dinâmica de ensino e aprendizagem das crianças que frequentam as escolas de educação básica da região, pode contribuir para a proteção do patrimônio cultural do meio rural joinvilense. Primeiro, com o objetivo de fornecer subsídios para se compreender o turismo pedagógico em espaço rural, fazemos uma discussão sobre a emergência do turismo no espaço rural no Brasil e as características do turismo pedagógico em espaço rural. Em seguida, problematizamos a noção de patrimônio cultural no espaço rural. Por fim, a partir daquilo que foi observado nas visitas dos grupos de alunos, procuramos refletir sobre o caráter pedagógico da experiência oferecida pelo PVC relacionando aos objetivos, procuramos verificar se (e como) o patrimônio rural é mobilizado para a aprendizagem e como isso pode contribuir para sua proteção. As metodologias utilizadas foram a pesquisa bibliográfica e documental, observações de campo, onde registrou-se informações em um caderno de campo, e história oral. Por fim verificou-se que visitas de grupos de alunos às propriedades pedagógicas desvinculadas da dinâmica de ensino-aprendizagem não se efetivam como um modelo de turismo pedagógico. Além disso, que as propriedades que compõem o projeto contribuem de forma diferenciada para a proteção do patrimônio rural.Universidade LaSalle - Unilasalle Canoas2019-09-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa Bibliográfica, documental, observação de campo e História Oral.application/pdfhttps://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/527110.18316/mouseion.v0i33.5271Mouseion; No. 33 (2019); p. 129-144Revista Mouseion; n. 33 (2019); p. 129-1441981-7207reponame:Mouseion (Canoas)instname:Centro Universitário La Salle (Unilasalle)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/5271/pdfCopyright (c) 2019 Mouseioninfo:eu-repo/semantics/openAccessNilsen, GilmarCoelho, IlanilLima, Felipe Borborema Cunha2022-05-23T12:58:42Zoai:ojs.revistas.unilasalle.edu.br:article/5271Revistahttps://revistas.unilasalle.edu.br/index.php/Mouseionhttps://revistas.unilasalle.edu.br/index.php/Mouseion/oai||revista.mouseion@unilasalle.edu.br1981-72071981-7207opendoar:2022-05-23T12:58:42Mouseion (Canoas) - Centro Universitário La Salle (Unilasalle)false |
dc.title.none.fl_str_mv |
Rural pedagogical tourism in Joinville: does it a protection of cultural heritage? O turismo pedagógico rural em Joinville: proteção do patrimônio cultural? |
title |
Rural pedagogical tourism in Joinville: does it a protection of cultural heritage? |
spellingShingle |
Rural pedagogical tourism in Joinville: does it a protection of cultural heritage? Nilsen, Gilmar Heritage Tourism Projeto Viva Ciranda Patrimônio Turismo Projeto Viva Ciranda Pesquisa Exploratória |
title_short |
Rural pedagogical tourism in Joinville: does it a protection of cultural heritage? |
title_full |
Rural pedagogical tourism in Joinville: does it a protection of cultural heritage? |
title_fullStr |
Rural pedagogical tourism in Joinville: does it a protection of cultural heritage? |
title_full_unstemmed |
Rural pedagogical tourism in Joinville: does it a protection of cultural heritage? |
title_sort |
Rural pedagogical tourism in Joinville: does it a protection of cultural heritage? |
author |
Nilsen, Gilmar |
author_facet |
Nilsen, Gilmar Coelho, Ilanil Lima, Felipe Borborema Cunha |
author_role |
author |
author2 |
Coelho, Ilanil Lima, Felipe Borborema Cunha |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Nilsen, Gilmar Coelho, Ilanil Lima, Felipe Borborema Cunha |
dc.subject.por.fl_str_mv |
Heritage Tourism Projeto Viva Ciranda Patrimônio Turismo Projeto Viva Ciranda Pesquisa Exploratória |
topic |
Heritage Tourism Projeto Viva Ciranda Patrimônio Turismo Projeto Viva Ciranda Pesquisa Exploratória |
description |
Joinville has rural tourism initiatives since the 1990s. The paper aims to historicize, analyze and problematize the so-called “Projeto Viva Ciranda” (PVC). Adjectivized by the municipal public power as a project of pedagogical tourism in rural space, we aim, firstly, to reflect on the meanings of this categorization and the pedagogical character that it arouses. In order to mobilize ideas associated with rural patrimony, in the second stage, we seek to verify within the scope of the project whether (and how) the rural patrimony is triggered, valued and to what extent this drive contributes to its protection and repercussion in the teaching-learning processes. The methodologies used were bibliographic and documentary research, observations in loco, where the information was recorded in a field notebook, and oral history. It was verified that visits of groups of students to pedagogical properties disconnected from the dynamics of teaching-learning do not become effective as a model of pedagogical tourism. On the other hand, for owners, whose properties integrate the activities, the project contributes to the protection of what they conceive as rural patrimony. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa Bibliográfica, documental, observação de campo e História Oral. |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/5271 10.18316/mouseion.v0i33.5271 |
url |
https://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/5271 |
identifier_str_mv |
10.18316/mouseion.v0i33.5271 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Mouseion/article/view/5271/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Mouseion info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Mouseion |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Mouseion; No. 33 (2019); p. 129-144 Revista Mouseion; n. 33 (2019); p. 129-144 1981-7207 reponame:Mouseion (Canoas) instname:Centro Universitário La Salle (Unilasalle) instacron:UNILASALLE |
instname_str |
Centro Universitário La Salle (Unilasalle) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Mouseion (Canoas) |
collection |
Mouseion (Canoas) |
repository.name.fl_str_mv |
Mouseion (Canoas) - Centro Universitário La Salle (Unilasalle) |
repository.mail.fl_str_mv |
||revista.mouseion@unilasalle.edu.br |
_version_ |
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