Preservação do patrimônio cultural e práticas docentes: um estudo sobre o Programa de Formação Continuada em Educação Patrimonial no estado do Maranhão no município de Alcântara

Abstract

Patrimonial education is an essential process that leads to the preservation of cultural heritage; therefore, it is necessary to prepare instructors for the development of educational practices related to patrimonial issues. Thus, this research aimed to investigate the impacts PROFEPMA in teaching practices aimed at preserving the cultural heritage of Alcântara. Thus, this research aimed to investigate the impacts of the PROFEPMA in teaching practices focused on the preservation of the cultural heritage of Alcântara. Firstly, the referred student performed a theoretical study on the development of the concept of heritage in a social historical, political and social context, jointly with the laws that protect it and the relations between culture, identity, cultural heritage and patrimonial education. Some experiences in Brazil involving patrimonial education were also reported. Secondly, the student deepened on the educational practices and its influences on the patrimonial education focused on the preparing of instructors. Finally, Alcântara and its cultural heritage were described, as well as the planning, organization, implementation and evaluation phases of the PROFEPMA to provide support for the comprehension of the chosen research methodology. This research is classified in bibliographical, documentary and field in terms of the means, exploratory and descriptive in terms of the ends, from Vergara's perspective (2013) and qualitative from Godoy's (1995) perspective in terms of the approach, and using Bardin’s (2011) proposal of content analysis to interpret the speeches of the interviewed subjects. They correspond to Qualified Teachers, Teachers Trainers, Tutors and members of the Technical-Pedagogical Team of PROFEPMA, chosen by the methods of sample by accessibility (VERGARA, 2013) and by saturation (MORSE, 2000 apud GIL, 2016).Thus, this dissertation becomes relevant since it contributes theoretically and practically to the planning and implementation of continuing educational programs of instructors focused on patrimonial education and the consequent preservation of cultural heritage. Benefits and difficulties encountered when performing the PROFEPMA were recorded. Although some obstacles, one can conclude through the PROFEPMA that it was possible to give knowledge about Alcântara’s cultural heritage to the instructors and students of the Municipal Educational Schools, arousing a sense of belonging and zeal for their heritage. However, the non-continuity of this program meant the educational practices of teachers no longer were focused on this very rich theme, thus undermining the process of preserving local heritage.