Ensinar com o Patrimônio: o estudo para a elaboração e implementação da Política de Educação Patrimonial no ensino fundamental II
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Data
2019-03-08
Autores
Molina, Eduardo Castejon
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Universidade Estadual Paulista (Unesp)
Resumo
O estudo sobre educação patrimonial tem recebido maior destaque nos últimos anos, principalmente a partir do Decreto nº 3.551/2000 que instituiu o Registro de Bens Culturais de Natureza Imaterial, ampliando o conceito de patrimônio e estimulando ações educativas centradas na dimensão da vida cotidiana, como fonte de construção coletiva e democrática de conhecimentos. A partir de então, a Educação Patrimonial começou a ser pensada como instrumento capaz de desenvolver nos alunos a noção de identidade e a compreensão do universo sociocultural e da trajetória histórico-temporal em que estão inseridos. A presente pesquisa tem como foco mapear e descrever as ações de educação patrimonial nas escolas públicas do ensino fundamental ciclo II da rede pública estadual de um município do interior de São Paulo, tendo como referência a perspectiva descrita no Guia Básico de Educação Patrimonial, elaborado por HORTA et. al., em 1999, que defende que as ações de educação patrimonial devem ser efetivadas de maneira transversal, permanente e sistematizada no cotidiano escolar. O estudo apresentou o cenário histórico que possibilitou a construção do conceito de patrimônio cultural, apresentou um panorama sobre a trajetória das políticas públicas de preservação do patrimônio a partir da criação do Serviço do Patrimônio Histórico e Artístico Nacional (SPHAN), atual IPHAN, para posteriormente abordar a questão da educação patrimonial propriamente dita. Para fundamentar esta pesquisa, foram utilizados estudos de autores como Maria Cecília L. Fonseca, Sônia R. R. Florêncio, Rodrigo M. D. da Silva, entre outros, os quais pensam a educação patrimonial como um processo ativo de conhecimento e de apropriação do patrimônio para fins de preservação e valorização da herança cultural. Por meio de um estudo exploratório que viabilizou o mapeamento e a descrição das ações educativas ocorridas entre 2015-2018, que abrange a vigência do projeto político pedagógico das três escolas pesquisadas, procedeu-se à realização de entrevistas semiestruturadas com dez participantes, sendo um dirigente de ensino, três gestores e seis professores que atuam no ensino fundamental ciclo II. A análise dos dados ocorreu em dois momentos, sendo que para o mapeamento de quais ações educativas foram realizadas, foi utilizada a perspectiva quantitativa enquanto que para a descrição de como tais ações foram realizadas, utilizou-se a perspectiva qualitativa de investigação. Percebeu-se que as poucas ações educativas no campo do patrimônio são realizadas isoladamente ao longo do ano letivo, não constam no projeto político pedagógico e não são efetivadas pelo prisma da transversalidade e interdisciplinaridade, razão pelo qual, conclui-se que a política de educação patrimonial não foi implementada nas escolas pesquisadas. Como resultado, elaborou-se uma proposta de intervenção, na forma de uma oficina pedagógica que contribua para a produção de reflexões e conhecimentos que, produzidos em conjunto, serão essenciais no processo de elaboração e implementação da Educação Patrimonial na rede pública de ensino.
The study on heritage education has received greater prominence in recent years, especially since Decree No. 3.551 / 2000, which established the Register of the Intangible Heritage, expanding the concept of heritage and stimulating educational actions centered on the dimension of everyday life, such as source of collective and democratic construction of knowledge. Since then, Heritage Education began to be thought as an instrument capable of developing the notion of identity and the understanding of the sociocultural universe and the historical-temporal trajectory in which the students are inserted. The present research aims to investigate how the actions of heritage education in public schools of primary education cycle II of the public schools of a municipality in the interior of São Paulo are executed, based on the perspective described in the Basic Guide to Heritage Education, written by HORTA et. al., in 1999, which argues that heritage education actions must be carried out in a transverse, permanent and systematized manner in school everyday life. The study presented the historical scenario that allowed the construction of the concept of cultural heritage, presented a panorama on the trajectory of the public policies of preservation of the patrimony from the creation of the National Historical and Artistic Patrimony Service (SPHAN), current IPHAN, for later address the issue of heritage education itself. In order to base this research, we used studies of authors such as Maria Cecília L. Fonseca, Sônia R.R Florêncio, Rodrigo M. D da Silva, among others, who think heritage education as an active process of knowledge and appropriation of heritage for preservation purposes and enhancement of cultural heritage. Through an exploratory study that enabled the mapping and description of the educational actions that took place between 2015-2018, which covers the validity of the political pedagogical project of the three schools surveyed, semi-structured interviews were carried out with ten participants, being a leader of teaching, three managers and six teachers who work in elementary school. The analysis of the data occurred in two moments, and for the mapping of which educational actions were performed, the quantitative perspective was used, while for the description of how such actions were performed, the qualitative research perspective was used. It was noticed that the few educational actions about the heritage are isolated actions during the school year, are not included in the pedagogical political project and are not carried out by the prism of transversality and interdisciplinarity, reason for which, it is concluded that the education policy was not implemented in the schools surveyed. As a result, a proposal for intervention was elaborated in the form of a pedagogical workshop that contributes to the production of reflections and knowledge that, produced together, will be essential in the process of elaboration and implementation of Heritage Education in public schools.
The study on heritage education has received greater prominence in recent years, especially since Decree No. 3.551 / 2000, which established the Register of the Intangible Heritage, expanding the concept of heritage and stimulating educational actions centered on the dimension of everyday life, such as source of collective and democratic construction of knowledge. Since then, Heritage Education began to be thought as an instrument capable of developing the notion of identity and the understanding of the sociocultural universe and the historical-temporal trajectory in which the students are inserted. The present research aims to investigate how the actions of heritage education in public schools of primary education cycle II of the public schools of a municipality in the interior of São Paulo are executed, based on the perspective described in the Basic Guide to Heritage Education, written by HORTA et. al., in 1999, which argues that heritage education actions must be carried out in a transverse, permanent and systematized manner in school everyday life. The study presented the historical scenario that allowed the construction of the concept of cultural heritage, presented a panorama on the trajectory of the public policies of preservation of the patrimony from the creation of the National Historical and Artistic Patrimony Service (SPHAN), current IPHAN, for later address the issue of heritage education itself. In order to base this research, we used studies of authors such as Maria Cecília L. Fonseca, Sônia R.R Florêncio, Rodrigo M. D da Silva, among others, who think heritage education as an active process of knowledge and appropriation of heritage for preservation purposes and enhancement of cultural heritage. Through an exploratory study that enabled the mapping and description of the educational actions that took place between 2015-2018, which covers the validity of the political pedagogical project of the three schools surveyed, semi-structured interviews were carried out with ten participants, being a leader of teaching, three managers and six teachers who work in elementary school. The analysis of the data occurred in two moments, and for the mapping of which educational actions were performed, the quantitative perspective was used, while for the description of how such actions were performed, the qualitative research perspective was used. It was noticed that the few educational actions about the heritage are isolated actions during the school year, are not included in the pedagogical political project and are not carried out by the prism of transversality and interdisciplinarity, reason for which, it is concluded that the education policy was not implemented in the schools surveyed. As a result, a proposal for intervention was elaborated in the form of a pedagogical workshop that contributes to the production of reflections and knowledge that, produced together, will be essential in the process of elaboration and implementation of Heritage Education in public schools.
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Palavras-chave
Educação Patrimonial, Patrimônio Cultural, Políticas Educacionais, Heritage Education, Cultural Heritage, Educational Policies