The Heritage Education in the Curriculum Proposal of São Luís

perspective in the light of Historical-Critical Pedagogy

Abstract

In a municipality like São Luís, MA, recognized as a World Heritage Site, Heritage Education, as an approach centered on cultural heritage, plays a significant role in valuing heritage assets. This article aims to discuss Heritage Education in the context of the São Luís curriculum document, from the perspective of Historical-Critical Pedagogy. To do this, we based ourselves on documentary and bibliographical research, considering the Curricular Proposal for Early Childhood Education and Elementary Education of the Municipal Public Network of São Luís – MA (São Luís, 2023), in addition to works by authors linked to the historical conception- criticism, such as Duarte (2021), Malanchen (2014), Reis, Cardozo and Princival (2019), Saviani (2011; 2020) and Zanon, Magalhães and Castelo Branco (2020). From our analysis, we consider that Heritage Education, as presented in the São Luís curriculum document, finds in Historical-Critical Pedagogy a potential to enrich the specific objects of the curricular components, directing them to the assimilation of knowledge systematized by students.