Educação patrimonial: ajustando a lente sob a Escola Municipal Antônio Santos Coelho Neto

Abstract

This dissertation investigates heritage education from the perspective of Information Science, analyzing it as an informational phenomenon mediated by processes of production, organization and circulation of meanings. The study is based on the observation of the limited scientific production articulating heritage education and Information Science, highlighting the need for theoretical development in the field. The research adopted a qualitative approach, using semi-structured interviews and documentary analysis of the Political-Pedagogical Project of Escola Municipal Antônio Santos Coelho Neto. The study aimed to understand how pedagogical practices contribute to the construction of memory, identity and sense of belonging regarding cultural heritage. Data were analyzed at three levels, according to Gil’s framework, articulating interpretation, explanation and specification in light of the theoretical framework. The findings indicate that systematic educational actions promote the internalization of preservation values and strengthen identity bonds, demonstrating that cultural heritage protection goes beyond legal recognition and depends on continuous educational processes. It is concluded that heritage education, understood as an informational mediation practice, constitutes a fundamental strategy for consolidating a democratic and participatory culture of preservation.