Pedagogia cemiterial: propostas de projetos pedagógicos interdisciplinares em espaços cemiteriais para o ensino da História, Matemática e Arte

Abstract

This dissertation investigates the pedagogical potential of cemetery spaces as environments for non-formal teaching and learning. The central problem lies in the fragmentation of school knowledge and the difficulty of contextualizing curricular content in spaces that transcend the conventional classroom, which compromises the implementation of interdisciplinary practices capable of articulating different areas of knowledge around a study object. The general objective is to analyze how the exploration of cemetery heritage, as a space for non-formal education, can enable the practice of interdisciplinarity, providing students with the construction of meaningful knowledge that articulates different areas of knowledge and transcends traditional technical rigidity. The methodology adopts a qualitative approach, of a bibliographic nature, anchored in the assumptions of the History of Mentalities and the Collective Imaginary, seeking to understand the social and cultural transformations reflected in funerary art and architecture. Regarding data production, the study focuses on secondary sources to delineate the dynamics of cemeteries and their relevance as "open-air museums". As a result, the research proposes guidelines for the development of viable interdisciplinary pedagogical projects, integrating curricular components of Mathematics (geometry, statistics, and ethnomathematics), Art (symbolism and aesthetics), and History (biographies, local memory, and onomastics). It concludes that the cemetery, as an educational space, fosters scientific and cultural literacy, promoting a dialogical teaching practice and the appreciation of tangible and intangible heritage.