<p>http://dx.doi.org/10.5007/2175-795X.2015v33n1p319</p><p>O presente texto aborda a questão do patrimônio material e imaterial e seu potencial educativo na formação cidadã de alunos da educação básica. Tem como objetivo refletir sobre as perspectivas de desenvolvimento de uma Educação Patrimonial em uma cidade educadora. Fundamenta essa discussão estudos que analisam a educação sob uma perspectiva crítica, em que esta supere a simples transmissão e contemplação dos bens patrimoniais destituídas de sentido, presentes em muitas propostas educativas em instituições de educação formal e não formal, de modo, ainda, que haja colaboração com a gestão do patrimônio cultural. Sendo assim, este texto contempla reflexões sobre a educação patrimonial como uma área emergente na educação e analisa uma experiência na região do alto Tietê, no município de Guararema. Os primeiros resultados apontam para considerações de que a Educação Patrimonial deve ser um diálogo permanente entre as vivências, experiências e percepções dos educandos e cidadãos ante os bens culturais e suas formas de ser e de agir cotidianos, com os conteúdos escolares e ações educativas desenvolvidas nas unidades escolares e instituições culturais, como forma de entender os processos constituintes de sua identidade cultural auxiliando na gestão do patrimônio cultural.</p><p> </p><p><strong>Culture, citizenship and cultural heritage: interfaces between the school, the city and cultural policies in the city of Guararema, SP </strong></p><p> <strong>Abstract</strong></p><p>This paper addresses the issue of tangible and intangible heritage and its educational potential in formation of citizenship of basic education students. It aims to reflect on the perspectives for developing a heritage education in an educating city. This discussion is based in the Heritage Education in studies which examine education from a critical perspective , in that it exceeds the simple transmission and contemplation of the property meaningless, present in many proposals on educational institutions and formal education, and non-formal, so also there is collaboration with the management of cultural heritage. This discussion is based in studies which examine education from a critical perspective , in which it exceeds the simple transmission and contemplation of the property meaningless, present in many educational proposal in formal education, and non-formal institutions, although there is collaboration with the management of cultural heritage. This article includes reflections on heritage education as an emerging field in education and analyzes the experience in the upper Tietê, in the municipality of Guararema, in São Paulo state. The first results indicate that the considerations of that heritage education should be an ongoing dialogue among the experiences, perceptions and participation of students and citizens about cultural property and their ways of being and acting everyday with learning contents and educational activities developed in school units and in cultural institutions as a way to understand the constituent processes of cultural identity assisting in the management of cultural heritage.</p><p><strong>Keywords:</strong> Heritage Education. Cultural Policies. Educating City.</p><p><strong> </strong></p><p><strong>Culture, citoyenneté et patrimoine culturel: les interfaces entre l'école, la ville et les politiques culturelles dans la ville de Guararema, SP</strong></p><p> </p><p><strong>Résumé</strong></p><p>Cet article traite de la question du patrimoine matériel et immatériel et de leur potentiel éducatif dans la formation des étudiants à la citoyenneté dans l'éducation de base. Vise à réfléchir sur les perspectives de développement d’une éducation au patrimoine dans une ville éducatrice. Sur la base on a des études qui analysent l’éducation au patrimoine dans une perspective critique, pour surmonter la simple transmission et la contemplation des biens patrimoniales sans signification, présent dans de nombreuses propositions d'enseignement dans les établissements d'éducation formelle et non formelle, de moyen qui puisse exister la collaboration avec la gestion du patrimoine culturel. Cet article contient des réflexions sur la pédagogie du patrimoine comme un domaine émergent dans l'éducation et analyse l'expérience dans la région de l’Alto Tietê, dans la ville de Guararema. Les premiers résultats indiquent que les considérations sur l'Éducation au Patrimoine devraient être un dialogue permanent entre les connaissances, les perceptions et les expériences des étudiants et des citoyens devant les biens culturels et leurs manières d'être et d'agir quotidiennes, et les contenus d'apprentissage et des activités éducatives développées dans les unités scolaires et les institutions culturelles, comme un moyen de comprendre les processus constitutifs de leur identité culturelle en aident la gestion du patrimoine culturel.</p><p><strong>Mots-clés:</strong> Éducation au Patrimoine. Ville Éducatrice. Patrimoine Culturel.</p>
Diseño de una encuesta para identificar las formas de relación identitaria en Castilla y León
