Educação Patrimonial como Tema Transversal: contribuições ao ensino médio integrado do instituto federal do acre, campus Rio Branco

Abstract

This research sought to identify the perceptions of the pedagogical team and teachers working in Integrated High School of Ifac, Campus Rio Branco to, from them, elaborate didactic material that can be used in the promotion of heritage education as a transversal theme, with an emphasis on the preservation of public heritage. On the other hand, the specific objectives were: a) to diagnose, under the transversal bias, perceptions about the importance of preserving public heritage with the pedagogical team of the Integrated High School at Federal Institute of Acre, Campus Rio Branco; b) to identify the existence or not of some heritage education (HE) process at Federal Institute of Acre, Campus Rio Branco by teachers with Integrated High School students; c) elaborate didactic material about the preservation of public heritage to the management of Integrated High School, in the light of a transversal teaching proposal. In order to achieve these objectives, the dissertation body presents three articles and a didactic material. The first article, of basic nature and with a bibliographic procedure, worked concepts involved in Professional and Technological Education (PTE), such as integral education, omnilaterality and polytechnic, besides the Heritage Education (HE), outlining some theoretical-practical contradictions and perspectives for the concreteness of HE in this modality of education. The second article intended to identify the existence or not of some heritage education (HE) process at Federal Institute of Acre, Campus Rio Branco by teachers with Integrated High School students. The third article intended to diagnose, under the transversal bias, perceptions about the importance of preserving public heritage with the pedagogical team of the Integrated High School at Federal Institute of Acre, Campus Rio Branco. The articles have a qualitative approach and exploratory objective. The second and the third, unlike the first article, have an applied nature and used questionnaires as a data collection technique. Data analysis took place through categorical Bardin's (2016) categorical content analysis technique.The results of the first article showed a still incipient field of research, considering the scarce scientific production in Brazil focused on the relationship between Education and Public Heritage, especially in the Professional and Technological modality. In the second article, among other evidences, the fact that the teachers participating in the research do not have training or pedagogical complementation about HE, at the levels of access and conception. The third article showed, in terms of access and conception about heritage education (HE), that managers do not have training or pedagogical complementation regarding the thematic. In general terms, there is no incentive to the theme between managers and teachers. Finally, was elaborated the didactic material “Contributions to the management of integrated high school education about heritage education as a transversal theme”, which aims to auxiliary teaching management with regard to the possibilities of inserting transversally the theme of Heritage Education (HE) in the context of Integrated High School (IHS). Structurally, the product addresses federal institutes and the provision of Professional and Technological Education as a public policy, brief history, conceptualization and legislation about heritage education. Beside, it presents contributions to the management of Integrated High School, from the perspective of teachers and managers who work in this modality, to finally propose insertion possibilities of HE in IHS.