Educação museal e patrimonial no Ensino de História: estratégias de parceria escola-museu para além da obrigatoriedade curricular da BNCC

Abstract

This research is linked to the Foundations, Policy, and Educational Management research line of the Graduate Program in Basic Education at the Federal University of Uberlândia (PPGPEDU/UFU). It investigates how power relations and ideological choices in the construction of the Reference Curriculum of Minas Gerais (CRMG - Currículo Referência de Minas Gerais) influence the absence of Heritage and Museum Education methodologies in History teaching. The central problem lies in identifying that, although provided for in guiding documents, Heritage Education and Museum Education are addressed in a fragmented manner within the CRMG, lacking the methodological obligation required to enable critical historical education. The main objective of this study is to analyze how the museum, as a pedagogical device, can be integrated into the curriculum to connect academic knowledge with students' lived experiences, moving beyond the bureaucratic application of current regulations. To achieve this goal, the study established the following specific objectives: to theoretically analyze how power relations, intentions, and identity affirmation strategies underlying the History curriculum architecture in Minas Gerais manifest based on the National Common Curricular Base (BNCC - Base Nacional Comum Curricular); to investigate the use of Heritage Education and Museum Education methodologies in the History teaching curriculum in Minas Gerais based on curricular proposals; and to develop an educational product in the form of a "Heritage and Museum Teaching Guide for History Classes in Schools of Ituiutaba-MG," aimed at the Final Years of Elementary Education. Methodologically, this study is characterized as a qualitative and descriptive research, based on a literature review and document analysis of the BNCC and the CRMG. The results indicate that the current curricular organization aligns with a competency-based model that treats heritage as a thematic appendage rather than a cross-cutting axis, thereby limiting students' capacity to conduct a critical reading of their local context. As a practical contribution and fulfillment of the study's objectives, the research presents the aforementioned Guide as pedagogical support and continuing education material, offering didactic sequences that utilize the collection of the Anthropological Museum of Ituiutaba – MG (MUSAI) and the urban space to foster historical consciousness, a sense of belonging, and cultural literacy.