Além dos muros da escola - trajetos e saberes: um guia do bairro por meio do álbum de figurinhas

Abstract

This work represents the culmination of an educational resource carried out in the Lagoinha neighbourhood in the city of Belo Horizonte and the development of an academic research within the scope of the Master's program in Education Promestre. It aimed to explore comprehensive education, territory, and the concept of educating cities, with the goal of empowering professionals working in education as multipliers, enabling the construction of neighbourhood guides through sticker albums, in collaboration and protagonism of the students. The proposed training took place at the Abílio Barreto Historical Museum and covered a variety of topics, from the principles of comprehensive education to the practical application of the methodology in schools. The overall objective was to introduce the methodology that empowered participants to become multipliers, capable of disseminating this knowledge in various schools and neighbourhoods of Belo Horizonte, thus promoting comprehensive education and strengthening the perspective of educating cities. Specific objectives included stimulating children, youth, and teachers to explore the neighbourhood and the region where the school is located, facilitating interaction between popular and academic knowledge, valuing local memory, recognizing and celebrating local knowledge and cultures, as well as creating a sticker album that transforms into a "Resident's Junior Guide", seen through the students' perspective. The pedagogical resource of sticker albums was not merely a learning tool; it also served as a means to sensitize students about the importance of cultural heritage. According to IPHAN, heritage education plays a crucial role in preserving the cultural values of society, integrating cultural heritage into the daily lives of communities through actions aimed at sensitizing citizens. The dissertation took on the challenge of promoting education in the territory, encouraging the bond, belonging, and memory of the neighbourhood residents. This approach is aligned with the Sustainable Development Goals (SDGs) and the concept of educating cities, promoting a process of culture production and valorisation that includes the various voices that compose the territory, both within and outside the school community. Therefore, the work not only explored the relationship between education, territory, and cultural heritage but also aimed to empower educators to be active agents in promoting comprehensive education in Belo Horizonte, contributing to the strengthening of local culture and sustainable development, while also fostering a greater understanding of the richness of the city's cultural heritage.