Caminhos da História: por uma cultura de aprendizado mundo afora

Abstract

This dissertation investigates the potential of teaching History outside the school environment, with an emphasis on visits to museums, squares, and cultural centers, analyzing how such experiences can contribute to the development of students’ critical historical consciousness. The study is based on theoretical foundations about memory, heritage, and heritage education, articulating authors such as Pierre Nora, Jacques Le Goff, Jörn Rüsen, Paulo Freire, and Jorge Larrosa Bondía. It discusses inequality in access to culture in Brazil and the role of public schools as democratizing agents, highlighting the challenges faced by teachers in the face of bureaucracy, lack of institutional support, and educational policies that accentuate the duality between public and private education. Integral education is defended as a formative process that goes beyond the classroom, considering cultural heritage as a space of symbolic disputes and collective construction of meaning. As a pedagogical product, the Travessias da História: ideias para aulas-passeio guide was developed in a digital and interactive format, aimed at elementary school teachers. The guide gathers theoretical foundations, practical guidelines, and suggested itineraries, seeking to encourage the appreciation of cultural heritage, citizenship formation, and the construction of meaningful learning experiences. It is concluded that the insertion of educational practices in cultural spaces expands the possibilities of teaching the discipline, allowing students to relate past, present, and future in a critical and reflective way.