Prospects for performance in education heritage

Abstract

This article first brings a literature review on Brazilian Heritage Education. These authors highlight how it is necessary to systematically reflect on the subject and propose new possibilities for action. Analyzing the large, and growing, number of educational activities that include heritage as a mediator, these studies point to the lack of theoretical subsidy for these actions, which end up confusing Heritage Education with the dissemination or promotion of heritage, or even fetishize cultural properties, turning them into commodities. The Heritage Education for which we argue in this article, not only should be the subject of constant reflection to be renewed, should also consider people in the community in which it works as historical subjects, legitimizing their worldviews, their symbols and meanings. That is the only way a dialogic Heritage Education that includes everyone from defining resources to achieving ideas, from the recognition as heritage to actions to preserve it, will be possible. A questioning and political-minded Heritage Education based on difficult questions to make unique subjects possible and, therefore, closely linked to our conception of human beings and the world we want.