Patrimônio cultural e ensino de história: uma pesquisa-ação com estudantes da Escola de Ensino Médio Doutor Júlio de Carvalho em Viçosa do Ceará, Ceará, Brasil

Abstract

This action research investigates the relationships between History Teaching and Cultural Heritage through Heritage Education actions carried out with a group of students from the Doutor Júlio de Carvalho High School, in the municipality of Viçosa do Ceará, in the state of Ceará, located in the Northwest region of the state, recognized as National Cultural Heritage by the National Institute of Historic and Artistic Heritage. We found, as a teacher at the said school, that despite this recognition and its potential for History Teaching, during the classes, the theme is the object of strangeness among the students. Faced with this reality, the question is about the ways in which the school community and residents relate to this cultural heritage. The research articulates theoretical knowledge and teaching practice through perceptions and analyzes during the activities and actions carried out, based on theoretical studies and experiences with Cultural Heritage, Local History and Heritage Education. The research also includes the analysis of documents and historiographic productions of narratives about the history of the city of Viçosa do Ceará and the patrimonialization process, along with the analysis of the documents that guide high school education in the state of Ceará. Finally, through participant observation and the analysis of the field diary built during the activities carried out, we reflect on the experiences involving cultural heritage in History classes. The educational resource of this research, entitled "How to visit a historical site", results from the experience developed with the students and consists of a material aimed at teachers where reflections are presented for the development of actions that involve History Teaching and Cultural Heritage in historical sites. It is hoped that this research and educational resource will contribute to the approximation between History Teaching and Cultural Heritage in the educational training process and to the improvement of educational actions that understand this relationship as a way to enhance the teaching-learning process, autonomy, criticality and the action of students.