Knowing it to preserve it: an idea out of time

Abstract

This paper aims to reexamine the relationship between knowledge and preservation of cultural heritage, going beyond the clichés that have been repeated uncritically over time, whether in public cultural institutions or in schools. The purpose is to problematize the issue by warning readers about the risks of a naive point of view and of depoliticizing the discussion on heritage education. The essential question is: after all, who should be the target of education and awareness efforts on preservation? This becomes a key question in a contemporary context in which social groups are increasingly mobilizing to protect their cultural heritage, while the State has refused to recognize the socially constructed values of certain assets, thus allowing demolitions to take place. It must be acknowledged that the debate on education is no longer strictly a matter of social ignorance, since social groups are increasingly engaged in heritage preservation efforts. Therefore, this paper builds upon the premise that education is not a silver bullet solution to heritage preservation, but first and foremost a social right and a necessity. Thus, it is an inherent condition of preservation, since education allows us to problematize the official memory, the past and public preservation policies, as well as reconnect people to heritage.