Navegando por Autor "Pacheco, Ricardo de Aguiar"

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Construindo pontes no tempo: estratégias para a implementação de uma educação patrimonial em Abreu e Lima
(2024-09-12) Santos, Luíza Barbosa dos; Pacheco, Ricardo de Aguiar; http://lattes.cnpq.br/1888823708270264; http://lattes.cnpq.br/0144840372433845
This article aims to propose strategies for the implementation of Heritage Education in Abreu e Lima, using the methodology of literature review based on IPHAN's publications. The project, titled "Inventariar Abreu e Lima" ("Inventory Abreu e Lima"), arises from the need to value and preserve the history of the municipality, promoting the connection between the community and its heritage. Heritage Education is seen as an essential tool to address the problem of the lack of institutions that preserve local memory and the population's lack of knowledge about their own history. The article provides an overview of the evolution of Heritage Education in Brazil and analyzes the historical trajectory of Abreu e Lima, from its colonial formation to its emancipation as a municipality. The proposed strategies involve the participation of students, families, and the community in activities such as surveys, collection, source analysis, and dissemination, with the aim of strengthening the cultural identity and sense of belonging among residents. Facing challenges such as the need for resources and institutional support, it is suggested to use funds from the municipality's Aldir Blanc Law to make the project feasible. The conclusion is that Heritage Education can significantly contribute to the development of various spheres of the municipality.
As influências das Cartas Patrimoniais sobre a legislação brasileira de salvaguarda do patrimônio histórico-cultural (1962-1988)
(2021-07-14) Jesus, Anderson Bezerra de; Pacheco, Ricardo de Aguiar; http://lattes.cnpq.br/1888823708270264; http://lattes.cnpq.br/0156112897210399
The understanding cultural heritage allows the development of safeguarding historical assets by formulating preservationist and socioeconomic strategies, througt the elaboration of public policies. Paper for Course Conclusion (PCC) proposes to problematize the set of international guidelines, through Heritage Charters in national legislation and their impact on the protection of Brazilian cultural heritage. We take as a historical cut the period between the Paris Recommendation of 1962, and the promulgation of the Brazilian Constitution of 1988. As a methodology, we carry out bibliographic research using the concepts of cultural heritage developed by François Hartog (2006), the relationship between culture and memory proposed by Joël Candau (2011), and social representation by Sandra Pesavento (2013). We observe the recurring terms of the international guidelines, which are: the definition and discussion of the cultural asset, the debate on the urbanistic, and the list of public policies for the preservation of the national cultural heritage through the definition of World Heritage. The set of data accessed was ordered chronologically, and the information was cross-checked, resulting in the confirmation of the Heritage Charters’s influence in the creation of measures to safeguard the heritage in the country.
A memória, a história, o ensino: didática da disciplina escolar de história
(Universidade Federal Rural de Pernambuco, 2024) Pacheco, Ricardo de Aguiar; http://lattes.cnpq.br/1888823708270264
O debate sobre as formas de organização didática do Ensino de História tem percorrido trilhas que se cruzam e se afastam em sucessivos pontos. O presente estudo traz uma contribuição a esse amplo debate, apontando a importância de incorporar elementos da epistemologia do conhecimento histórico acadêmico no planejamento do Ensino de História. Revisando a literatura que trata sobre a memória, a história e o ensino, destacamos fundamentos epistêmicos que incitam o estudante da Educação Básica a compreender o tempo histórico: a organização temporal; a memória coletiva; a fonte histórica; a historiografia e a representação narrativa do passado. A partir desses, formalizamos uma proposta de Sequência Didática de História que orienta a sua incorporação no contexto da sala de aula. Com isso, evidenciamos que esses elementos estão presentes em atividades didáticas já conhecidas. Ao final, apresentamos exemplos de planejamentos de ensino que seguem essas orientações, com a intenção de evidenciar a validade prática da proposta.
Memorial da UFRPE: a divulgação da memória institucional através de ações educativas
(2020-10-15) Oliveira, Karoline Mery de; Pacheco, Ricardo de Aguiar; http://lattes.cnpq.br/1888823708270264; http://lattes.cnpq.br/4899888101948247
Understanding that the museum exists for and to establish a relationship between its community and significant objects of its culture, the present study aims to understand the social role of the UFRPE Memorial as a space that fulfills this dimension of museums. For that, we made a reflection on the pedagogical actions and didactic games developed by the Memorial team. For the research, the theoretical references related to the fields of museology and the history of museums were read. We also seek to understand UFRPE's constitution processes and their social importance to understand the meaning of building a Memorial for a university. In this way, in dialogue with the discussion about the UFRPE Memorial, we used theorists linked to the fields of Memory, Education in Museums, Teaching History in Museums and Heritage Education. The methodology employed also includes an analysis of the sources available in the memorial collection and an analysis of the execution of the games. Finally, we conclude that the educational games used do not act in isolation in themselves, but seek to be based on theoretical research and on the UFRPE Memorial collection. They make each piece used as a reference and source of knowledge about the history of the university. We understand that the communication carried out inside the Memorial corresponds to an educational process that stimulates and facilitates the interaction between the visiting community and the team responsible for maintaining the memorial, enabling the construction and exchange of knowledge.
Museu e EJA: uma proposta pedagógica
(2019) Albuquerque, Pedro Henrique Ferreira Dutra de; Pacheco, Ricardo de Aguiar; http://lattes.cnpq.br/1888823708270264
Oficinas de Pré-História no museu Louis Jacques Brunet
(2019-12-02) Santos, Thaynara de Souza; Pacheco, Ricardo de Aguiar; http://lattes.cnpq.br/1888823708270264; http://lattes.cnpq.br/2043353025849710
In a globalized world where the new languages cross the subjects, the museums need to follow the changes in the means of raising the awareness of the communities about their cultural heritage. This monograph is concerned with presenting Prehistory workshops that bring a dinamic learning about historical content, this is a teaching methodology offered by Maria Lourdes Parreira Horta, of Patrimonial Education, which through interactive activities leads students to explore the meanings of prehistoric indigenous ceramics belonging to the Louis Jacques Brunet Museum exhibition, these workshops have their relevance in awakening in the students the critical spirit. This work also intends to carry out a qualitative analysis of didactic results obtained during the workshops. This project worked so that the knowledges continue to be produced and transformed in a critical and collective way through the encounter with the cultural heritage in museums, these heritages are expressions of the culture of the peoples and for that reason deserve to be recognized and preserved.