Patrimônio cultural e história local: a educação patrimonial como estratégia de reconhecimento e fortalecimento do sentimento de pertença à cidade de Contagem

Abstract

The article aimed to understand how the educational action of the House of Culture Nair Mendes Moreira Historical Museum of Contagem, through the Heritage Education Program "Por Dentro da História", and how the experience of teachers in the development of projects of patrimonial education motivated students from schools in the municipality of Contagem to know the local history by a bias of cultural heritage and to resignify the relation of identity with the city. As a result of the research process, was designed the educational product: Deciphering the city: life experiences in Heritage Education: a proposal for continuing education for educators interested in the use of the methodology of local history. The text presents reflections about the narratives and versions about the origin of the municipality of Contagem, describes the historical process of growth of the city and the impacts on the change of its urban fabric starting from industrialization, forming a complex and multifaceted city. It still makes the story of the trajectory of construction of the Heritage Education Program "Por Dentro da História", presenting the goals and objectives of the educational action of the museum institution. When designing the use of historical museum and the territories of the municipality as educational resources for the knowledge of the city, the research command the attention for the expansion of pedagogical strategies of teachers; proposes the enlargement of notion about the educational space beyond the school; suggests adding the potential of cultural manifestations of the territories of the city itself in the construction of knowledge; highlights the importance of the debate about the management of cultural heritage and alert to the risks of the "spectacularization" in the actions of the preservation of cultural assets of cities; presents the "didactic sequence" as an option for planning of teaching practice and, finally, it defends the methodology of heritage education as a process of continuity of educational action and construction of others life experiences that enhance the knowledge of the history of cities.