Objectives (5 minutes)

1. To awaken students' interest in art and cultural heritage, establishing a connection between art, history, and society.
2. To provide a basic understanding of what cultural heritage is and to distinguish between material and immaterial heritage, presenting examples of each.
3. To foster appreciation and respect for cultural heritage, encouraging students to recognize and value the cultural diversity present in the world around them.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher should start by reminding students of concepts of art that were previously studied, such as different forms of art (painting, sculpture, dance, music, etc), and the importance of art in society. This is a moment for students to refresh their memory and prepare for the new topic that will be presented.

2. Initiating Situations: The teacher can propose two situations to spark students' interest in the lesson's theme:

   • First situation: The teacher can ask students if they are familiar with the Christ the Redeemer monument in Rio de Janeiro, presenting an image of it. Then, the teacher can ask students what they think would happen if this monument were destroyed.
   • Second situation: The teacher can ask students if they have heard of any traditional dance, music, or festival in their region or another region of Brazil, such as the frevo in Pernambuco. Then, the teacher can ask what would happen if that dance, music, or festival ceased to exist.

3. Contextualization: The teacher should explain that Christ the Redeemer and frevo (or any other mentioned cultural expression) are examples of cultural heritage, with the former being an example of material heritage and the latter of immaterial heritage. The teacher can explain that these heritages are important because they tell the story of a people, their traditions, customs, and identity, and therefore it is important to preserve them.

4. Capturing Students' Attention: To further spark students' interest in the theme, the teacher can share curiosities about cultural heritages. For example:

   • First curiosity: The teacher can mention that Brazil has 21 cultural assets recognized as World Heritage by UNESCO, including the historic center of Ouro Preto (MG) and the architectural complex of Pampulha (BH).
   • Second curiosity: The teacher can share that there are immaterial heritages that are practices and expressions passed down from generation to generation, such as samba, capoeira, and Kusiwa art - body painting and graphic art of the Wajãpi, from Amapá.

5. The teacher should conclude the introduction by stating that during the lesson, students will learn more about what cultural heritage, material and immaterial, is, and the importance of preserving them.

Development (20 - 25 minutes)

Activity 1: Cultural Heritage Material and Immaterial Hunt

1. Activity Explanation: The teacher should explain to students that they will participate in an activity called 'Cultural Heritage Material and Immaterial Hunt.' The activity's goal is for them to discover different examples of material and immaterial cultural heritages present in Brazil, working in groups.

2. Group Formation: Students should be divided into groups of up to 5 people.

3. Distribution of Materials: Each group should receive a list with different examples of material and immaterial cultural heritage to discover, as well as a cardboard and colored pens. The lists will be different for each group, with some examples of material and immaterial heritages that are local, regional, and national.

4. Rules: Students should research in books and on the internet (if possible), or ask the teacher, to try to discover the listed heritages. Once they discover them, they should draw or write on the cardboard a representation of what they found, and justify why that is considered a cultural heritage.

Example of a list for a group:

• a historic city in Brazil (Material Heritage);
• a Brazilian popular festival (Immaterial Heritage);
• a dish from Brazilian cuisine (Immaterial Heritage);
• a Brazilian architectural asset (Material Heritage);
• a Brazilian dance (Immaterial Heritage).

5. Evaluation: At the end of the activity, each group should present to the class what they discovered. The teacher should assist the students in explaining what each heritage is and why it is important.

Activity 2: Create Your Own Cultural Heritage

1. Activity Explanation: The teacher should explain to students that they will create a 'new' cultural heritage, which can be material or immaterial, representing the class, the school, or their community.

2. Group Brainstorming: In their groups, students should discuss and decide what type of heritage they would like to create (it can be a dance, a music, a traditional dish, a festival, an object, a building, etc) and start sketching their ideas on the cardboard.

3. Heritage Creation: With the idea defined, the group should now elaborate on the heritage in more detail, indicating why it symbolizes the class, the school, or the community.

4. Presentation: Upon finishing the creation, each group should present their heritage to the class, explaining what it is, why they chose it, and how it represents the community.

Both activities are playful, interactive, and contextualized, giving students the opportunity to learn in an engaging way about material and immaterial cultural heritage.

Return (10 - 15 minutes)

1. Group Discussion:

   • Initially, the teacher should promote a class discussion with all students about what was learned during the activities. The teacher should encourage students to share what they discovered during the 'Cultural Heritage Material and Immaterial Hunt' and about the process of creating their 'Own Cultural Heritage.'
   • The teacher should ensure that all groups have the opportunity to speak, and that all students feel comfortable expressing their opinions and asking questions.

2. Connection to Theory:

   • The teacher should then connect the students' discoveries and creations with the theory presented at the beginning of the lesson. They can highlight how each example of material and immaterial cultural heritage found by the students is important for the history and culture of Brazil.
   • Similarly, the teacher can discuss how the 'Own Cultural Heritage' created by the students reflects the identity and values of the class, the school, or the community, and how it connects with the idea of immaterial heritage.

3. Individual Reflection:

   • To conclude, the teacher should propose that students reflect for a minute on what they learned in the lesson. They can ask two simple questions to guide the students' reflection:
     • Question 1: What did you discover today that you didn't know about material and immaterial cultural heritage?
     • Question 2: Why do you think it is important to know and preserve cultural heritage?
   • After a minute of reflection, the teacher can ask students to share their answers, if they feel comfortable. The teacher should emphasize that there are no right or wrong answers to these questions, and that the important thing is that they have expanded their understanding of cultural heritage.

At the end of the lesson, the teacher should reinforce the importance of respecting and valuing cultural heritage, whether material or immaterial, and how this contributes to cultural diversity and the identity of a people. They should encourage students to continue learning and exploring the topic, whether at school, at home, or in the community.

Conclusion (5 - 10 minutes)

1. Recap of Key Contents:

   • The teacher should start the conclusion of the lesson by giving a brief summary of the main points discussed. They should recall the definition of cultural heritage, the distinction between material and immaterial heritage, and the importance of preserving and valuing cultural heritage.
   • Additionally, the teacher should highlight what was learned through the practical activities, emphasizing the examples of cultural heritage that students discovered and the heritages they created.

2. Connecting Theory with Practice:

   • The teacher should emphasize how the lesson integrated theory and practice. They should explain that the theoretical concepts about cultural heritage were applied practically in the activities of the 'Cultural Heritage Material and Immaterial Hunt' and 'Create Your Own Cultural Heritage.'
   • The teacher can mention that this connection between theory and practice is an effective way to learn, as it allows students to directly apply what they are learning, making the learning more meaningful and lasting.

3. Extra Materials:

   • The teacher should suggest additional materials for students who wish to deepen their knowledge about cultural heritage. These may include books, documentaries, websites, visits to museums or historical sites, among others.
   • For example, the teacher can recommend the website of the National Institute of Historic and Artistic Heritage (IPHAN), which has a section dedicated to heritage education and offers various educational resources.

4. Importance of Cultural Heritage in Daily Life:

   • Finally, the teacher should emphasize the relevance of cultural heritage to everyday life. They should explain that cultural heritage is not just a matter of academic interest, but something that directly affects people's lives.
   • The teacher can argue that cultural heritage gives people a sense of identity and continuity, providing a link to the past and a foundation for the future. Additionally, they can mention that the protection of cultural heritage is everyone's responsibility, as it contributes to cultural diversity and sustainable development.

At the end of the conclusion, the teacher should encourage students to continue exploring the world of art and cultural heritage, and to value and protect cultural heritage in their own communities.