Pelas ruas, terreiros e escolas: o tambor de crioula na prática de educação patrimonial do ensino fundamental II

Abstract

This dissertation aims to analyze how the Tambor de Crioula can be integrated into heritage education practices in lower secondary education (Ensino Fundamental II) within the public school system of São Luís, Maranhão. This cultural manifestation, officially recognized as an Intangible Cultural Heritage of Brazil, encompasses historical, religious, and identity elements that are essential for understanding the social and cultural formation of Maranhão, particularly regarding Afro-Brazilian heritage. The study begins with the observation that, despite the visibility of the Tambor de Crioula in public and touristic spaces, its inclusion in school education remains superficial or even absent, often reduced to its aesthetic dimension without historical or critical depth. The research aimed to understand how pedagogical practices can promote the active preservation of this intangible heritage, contributing to the strengthening of students' cultural identity and the appreciation of traditional knowledge within the school context. To achieve this, the methodological approach was qualitative, emphasizing bibliographic review, content analysis, and the implementation of pedagogical workshops in a public school in the capital city. The theoretical framework covered concepts such as cultural heritage, heritage education, identity, memory, and history teaching, drawing on authors like Ferretti, Candau, Santos, and Hall. The workshops were conducted with 8th-grade students from UEB Major Joaquim Augusto Mochel and used the book Luísa na Roda do Tambor e as Peças de um Quebra-Cabeça as a key teaching resource. The experience included interactive activities such as the handmade construction of drums, thematic drawings, critical reading of the text, and classroom discussions about the significance of the Tambor de Crioula as a cultural and historical expression. As a result, an increased level of student engagement and interest was observed, along with a deeper critical awareness of their cultural roots and the concept of heritage. At the conclusion of the study, an Educational Product was developed in the form of a pedagogical guide designed for lower secondary school teachers. It offers practical guidance on incorporating the Tambor de Crioula into the school curriculum through heritage education strategies. The findings suggest that this approach encourages meaningful dialogue between schools and communities, promotes the recognition of Brazil’s cultural diversity, and contributes to the construction of a plural, critical, and socially engaged historical consciousness focused on valuing Afro-Brazilian intangible heritage.