Saberes docentes sobre educação patrimonial: análise de uma experiência na educação básica

Abstract

This paper analyzes an experience involving teaching practices focused on heritage education developed by a group of teachers from a public school in Arcos, Minas Gerais, Brazil. In this work, we tried to understand how heritage education materialized in teaching practices, as well as in document registers beginning in an extend formation offered by a Government Program /SEE/MG – Professional Development Group in Heritage Education. The search regarding which teacher knowledge is mobilized and used in their work and development projects enabled us to understand how this knowledge is bound to their professional identity and role. The researcher chose a developed project conducted in the studied school given that she worked in the planning and execution of this project, in addition to understanding that Heritage Education promotes identity conscientiousness, and not cultural identity. Heritage Education also develops abilities that instigate world critic reading and participation in the process of the society transformation. For the methodological approach, we conducted a literature review and annotations on the subject; semi-structured interviews with teachers who participated in the continuing education group; identified physical and documentary records produced at the school; conducted a brief reading, content analysis, classification and interpretation of the results obtained, into significance categories. The result is an academic work with the objective of contributing for the search and reflection on teachers professional formation, in addition to the formation of other education professionals, in order to understand how the conceptions on heritage education are expressed on teacher pedagogical practices and documents registries.