A Educação Patrimonial: abordagens acerca do patrimônio cultural ludovicense com alunos do Ensino Médio de uma escola da rede pública de São Luís, MA

Abstract

This research sought to reflect on history teaching and heritage education, to raise

students' awareness of the importance of preserving local history, identity, and me- mory, aligned with theoretical elements. It describes how teachers can address this

topic in the classroom, given the lack of teaching materials for heritage education. The- refore, the work falls within the Research Line: Culture, Education, and Technology

(LP2), with the general objective of analyzing the possibility of heritage education as a methodology for history teachers and as a means to foster a sense of belonging and local identity. The reading is based on the authors Bittencourt (2011), Pinsky (2013), Ricoeur (2007), Le Goff (1990), Horta (1999), Abud and PCNs (1998), and BNCC. This course reflects on the contributions of the elective course to discuss current issues and reflect on the experience of activities carried out in two high school classes at a school in São Luís. History teaching aims to enable students to understand local memory and identity, enabling them to recognize themselves as social beings in the place where they live. The learning methodology is designed from the perspective of critical and reflective education so that students can recognize and preserve the local heritage in which they are immersed. Heritage is essential for the recognition and appreciation of identities. The new BNCC (National Curricular Unit) and the DCTM (National Curricular Unit) on history teaching and the cross-cutting themes related to the discipline and the

theme of heritage will be reviewed, based on the skills specified in the document. His- torical learning and the importance of social responsibility in contemporary society will

be addressed. Teachers' difficulties in addressing the topic in the classroom will be explored, taking into account interdisciplinarity and proposing elements for a classroom methodology for working with Intangible Heritage, from the perspective of Historical and Heritage Education.