Educação patrimonial e o museu Dom Avelar Brandão Vilela: o museu como espaço de educação não formal nas aulas de história

Abstract

This research aims to analyze the use of the Dom Avelar Brandão Vilela Museum in History classes through the methodology of heritage education with an emphasis on cultural heritage. The work proposes a discussion on the themes of cultural heritage, heritage education, museums and history teaching. From this perspective, the authors Maria Cecília Londres Fonseca (2017) on cultural heritage, Michel Pollack (1992) and his conception of memory and social identity, Pierre Nora (1993) and his conception of places were of great relevance to the theoretical-conceptual approach. from memory, François Hartog to understand the relationship between time and heritage, Sônia Regina Rampim Florêncio (2015) and Átila Tolentino (2019) to discuss Heritage education, Selva Guimarães; Marcos Silva (2012) and Ricardo de Aguiar Pacheco (2012) about the Teaching of History and Cultural Heritage, in addition to the Brazilian legislation that deals with Heritage, specifically laws and decrees. use to diversify teaching and provide better learning in History classes, the research developed, as an educational product, a Guidance Guide for teachers on the use of the Dom Avelar Brandão Vilela Museum collection in History classes, the guide provides information about the concept of heritage education, guided tour itinerary and practical activities based on the Iphan Heritage Education Guide prepared by Maria de Lourdes Horta, Evelina Grunberg and Adriane Monteiro (1999).