História, Patrimônio e Identidade. Concepções de professores de história ibero-americanos sobre patrimônio e identidades

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DOI:

https://doi.org/10.5965/2175180315392023e0202

Palavras-chave:

educação patrimonial, ensino de história, educação cultural, professores de história, identidades coletivas

Resumo

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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2023-09-29

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ORTUÑO MOLINA, Jorge; MOLINA PUCHE, Sebastián; PINTO, Helena; RIVERO, Pilar. História, Patrimônio e Identidade. Concepções de professores de história ibero-americanos sobre patrimônio e identidades. Revista Tempo e Argumento, Florianópolis, v. 15, n. 39, p. e0202, 2023. DOI: 10.5965/2175180315392023e0202. Disponível em: https://periodicos.udesc.br/index.php/tempo/article/view/2175180315392023e0202. Acesso em: 21 fev. 2024.