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Educação patrimonial. Como podem as escolas trabalhar o património arqueológico de Oeiras: o caso do povoado pré-histórico de Leceia, um lugar de memória
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Advisor(s)
Abstract(s)
A presente dissertação de mestrado, sob a ótica de uma docente do Ensino Básico e Secundário e colaboradora no Mestrado em Ensino de História da Universidade de Lisboa, mergulha no universo da Educação Patrimonial. Enriquecida pela experiência de coordenação do Clube do Património da Escola Secundária Quinta do Marquês e pelo estudo do património cultural de Oeiras, a investigação pretende
revelar o papel fundamental desta vertente educativa na formação de cidadãos conscientes e atuantes.
A experiência evidencia que, embora os jovens reconheçam a importância do património, muitas vezes apresentam lacunas emocionais e cognitivas na sua relação com o património local. Assim, a Educação Patrimonial surge como um caminho viável para fortalecer o vínculo entre as novas gerações e o seu legado
cultural, promovendo a coesão social e o fortalecimento da identidade num mundo cada vez mais globalizado.
O estudo salienta a relevância da Educação Patrimonial na promoção do conhecimento, identificação, valorização e preservação do património local, com ênfase no património arqueológico de Oeiras, particularmente no Povoado PréHistórico de Leceia. Para tal, são propostas ações pedagógicas concretas para reforçar a cooperação entre o ensino formal e as iniciativas educativas informais, aumentando a consciência e o apreço pelo património cultural local.
A integração da Educação Patrimonial num currículo escolar flexível, com ênfase na história local e nas dinâmicas culturais, é essencial para oferecer uma experiência educativa mais enriquecedora e significativa. Para assegurar a implementação eficaz de projetos de Educação Patrimonial nas escolas, é imprescindível adotar uma abordagem que envolva toda a comunidade educativa e promova a interdisciplinaridade. Investir numa Educação Patrimonial abrangente e inclusiva é vital para a preservação e valorização do património cultural das comunidades, contribuindo para a construção de uma sociedade mais consciente e participativa.
A Educação Patrimonial no século XXI deve ser integrada, participativa, contextualizada e sustentável, reconhecendo-se o seu papel vital na preservação e valorização do património cultural das comunidades. Através da Educação Patrimonial, os alunos desenvolvem o respeito pelas suas raízes e contribuem para
a preservação da rica diversidade cultural local, construindo um futuro mais consciente e ligado ao passado.
This master's dissertation, from the perspective of a teacher in Basic and Secondary Education and collaborator in the master’s in history teaching at the University of Lisbon, delves into the realm of Heritage Education. Enriched by the experience of coordinating the Heritage Club of Quinta do Marquês Secondary School and studying the cultural heritage of Oeiras, the research aims to reveal the fundamental role of this educational approach in shaping conscious and active citizens. The experience shows that although young people recognize the importance of heritage, they often exhibit emotional and cognitive gaps in their relationship with local heritage. Thus, Heritage Education emerges as a viable path to strengthen the bond between new generations and their cultural legacy, promoting social cohesion and the reinforcement of identity in an increasingly globalized world. The study highlights the relevance of Heritage Education in promoting the knowledge, identification, appreciation, and preservation of local heritage, with an emphasis on the archaeological heritage of Oeiras, especially the Prehistoric Settlement of Leceia. To this end, concrete pedagogical actions are proposed to reinforce cooperation between formal education and informal educational initiatives, increasing awareness and appreciation of local cultural heritage. The inclusion of Heritage Education in a flexible school curriculum, focusing on local history and cultural dynamics, is essential to provide a richer and more meaningful educational experience. To ensure the effective implementation of Heritage Education projects in schools, it is crucial to adopt an integrated approach involving the entire educational community and interdisciplinarity. Investing in comprehensive and inclusive Heritage Education is vital for the preservation and appreciation of community cultural heritage, contributing to the construction of a more conscious and engaged society. Heritage Education in the 21st century must be integrated, participative, contextualized, and sustainable, recognizing its vital role in preserving and valuing the cultural heritage of communities. Through Heritage Education, students develop respect for their roots and contribute to the preservation of the rich local cultural diversity, building a future more conscious and connected with the past.
This master's dissertation, from the perspective of a teacher in Basic and Secondary Education and collaborator in the master’s in history teaching at the University of Lisbon, delves into the realm of Heritage Education. Enriched by the experience of coordinating the Heritage Club of Quinta do Marquês Secondary School and studying the cultural heritage of Oeiras, the research aims to reveal the fundamental role of this educational approach in shaping conscious and active citizens. The experience shows that although young people recognize the importance of heritage, they often exhibit emotional and cognitive gaps in their relationship with local heritage. Thus, Heritage Education emerges as a viable path to strengthen the bond between new generations and their cultural legacy, promoting social cohesion and the reinforcement of identity in an increasingly globalized world. The study highlights the relevance of Heritage Education in promoting the knowledge, identification, appreciation, and preservation of local heritage, with an emphasis on the archaeological heritage of Oeiras, especially the Prehistoric Settlement of Leceia. To this end, concrete pedagogical actions are proposed to reinforce cooperation between formal education and informal educational initiatives, increasing awareness and appreciation of local cultural heritage. The inclusion of Heritage Education in a flexible school curriculum, focusing on local history and cultural dynamics, is essential to provide a richer and more meaningful educational experience. To ensure the effective implementation of Heritage Education projects in schools, it is crucial to adopt an integrated approach involving the entire educational community and interdisciplinarity. Investing in comprehensive and inclusive Heritage Education is vital for the preservation and appreciation of community cultural heritage, contributing to the construction of a more conscious and engaged society. Heritage Education in the 21st century must be integrated, participative, contextualized, and sustainable, recognizing its vital role in preserving and valuing the cultural heritage of communities. Through Heritage Education, students develop respect for their roots and contribute to the preservation of the rich local cultural diversity, building a future more conscious and connected with the past.
Description
Keywords
Património Memória Identidade Educação patrimonial Povoados Pré-história Leceia Heritage Memory Identity Heritage education Prehistoric settlement of Leceia
Citation
Agostinho, Ana Cristina Schade Vaz - Educação patrimonial. Como podem as escolas trabalhar o património arqueológico de Oeiras [Em linha]: o caso do povoado pré-histórico de Leceia, um lugar de memória. [S.l.]: [s.n.]