História, Patrimônio e Identidade. Concepções de professores de história ibero-americanos sobre patrimônio e identidades
DOI:
https://doi.org/10.5965/2175180315392023e0202Palavras-chave:
educação patrimonial, ensino de história, educação cultural, professores de história, identidades coletivasResumo
Este artigo analisa as concepções de professores do ensino médio ibero-americanos sobre o papel do ensino de história na criação de identidades coletivas e como o patrimônio pode impactar as aulas de história. Aplicamos um questionário validado por pares a 283 professores de história de sete países, analisando suas respostas usando um método dedutivo-indutivo apoiado pelo software IBM SSPS (versão 23). As análises revelam que o patrimônio continua tendo pouca presença nas aulas, sendo usado principalmente como um exemplo de narrativas históricas que destacam a identidade nacional em detrimento de outras.
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