Pedagogia e educação patrimonial em escolas do alto sertão paraibano.

Abstract

Heritage education is essential to the construction of cultural identities and the safeguarding of historical heritage, serving as a foundation for fostering critical awareness of the value and significance of cultural traditions. Drawing on Paulo Freire’s (1996) notion of education as a practice of freedom and on Stuart Hall’s (2006) view of cultural identity as a dynamic and continuously negotiated process, this study examines how heritage education is approached within contemporary educational settings. The research, conducted in selected schools, combined questionnaires and interviews with education professionals in order to investigate how cultural heritage is transmitted, perceived, and experienced in everyday pedagogical practices. Furthermore, the study explores the role of schools in strengthening the relationship between individuals and regional heritage, thereby promoting an educational approach grounded in active community engagement. Ultimately, the findings seek to advance reflection on both the challenges and the potential of heritage education today, while contributing to broader academic debates regarding its effectiveness and its impact on the shaping of cultural identities.