A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil
The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy propo...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-01-01
|
| Series: | Heritage |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2571-9408/7/1/13 |
| _version_ | 1797343546178535424 |
|---|---|
| author | Ana Laura Assumpção Paulo César Castral |
| author_facet | Ana Laura Assumpção Paulo César Castral |
| author_sort | Ana Laura Assumpção |
| collection | DOAJ |
| description | The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the <i>Base Nacional Comum Curricular</i> (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both. |
| first_indexed | 2024-03-08T10:49:15Z |
| format | Article |
| id | doaj.art-63cb85d77f95408f8b3fcf881010d10e |
| institution | Directory Open Access Journal |
| issn | 2571-9408 |
| language | English |
| last_indexed | 2024-03-08T10:49:15Z |
| publishDate | 2024-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Heritage |
| spelling | doaj.art-63cb85d77f95408f8b3fcf881010d10e2024-01-26T16:49:23ZengMDPI AGHeritage2571-94082024-01-017125927110.3390/heritage7010013A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in BrazilAna Laura Assumpção0Paulo César Castral1Instituto de Arquitetura e Urbanismo, Universidade de São Paulo (IAU-USP), 400 Trabalhador São Carlense Avenue, São Carlos 13566-590, SP, BrazilInstituto de Arquitetura e Urbanismo, Universidade de São Paulo (IAU-USP), 400 Trabalhador São Carlense Avenue, São Carlos 13566-590, SP, BrazilThe paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the <i>Base Nacional Comum Curricular</i> (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both.https://www.mdpi.com/2571-9408/7/1/13cultural heritageheritage educationeducationcurriculum |
| spellingShingle | Ana Laura Assumpção Paulo César Castral A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil Heritage cultural heritage heritage education education curriculum |
| title | A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil |
| title_full | A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil |
| title_fullStr | A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil |
| title_full_unstemmed | A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil |
| title_short | A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil |
| title_sort | critical history of formal pedagogical strategies for the valorization of cultural heritage in brazil |
| topic | cultural heritage heritage education education curriculum |
| url | https://www.mdpi.com/2571-9408/7/1/13 |
| work_keys_str_mv | AT analauraassumpcao acriticalhistoryofformalpedagogicalstrategiesforthevalorizationofculturalheritageinbrazil AT paulocesarcastral acriticalhistoryofformalpedagogicalstrategiesforthevalorizationofculturalheritageinbrazil AT analauraassumpcao criticalhistoryofformalpedagogicalstrategiesforthevalorizationofculturalheritageinbrazil AT paulocesarcastral criticalhistoryofformalpedagogicalstrategiesforthevalorizationofculturalheritageinbrazil |