Contextualization
The concept of heritage, whether material or intangible, is fundamental to understanding a people's culture and identity. In simple terms, material heritage consists of tangible goods that have artistic, historical, scientific, or aesthetic significance, such as buildings, documents, works of art, and archaeological sites. Intangible heritage, on the other hand, refers to practices, representations, expressions, knowledge, and techniques – together with the instruments, objects, artifacts and cultural spaces that are associated with them – inherited from our ancestors and transmitted to future generations.
Studying heritage allows students to understand that history is not only made up of major events and personalities, but also of everyday life, beliefs and celebrations of the people. By studying key theoretical concepts, such as authenticity, conservation, outstanding universal value and cultural diversity, students find a way to value different cultures and promote respect for diverse ways of life.
Preserving and protecting heritage is a global challenge that involves political, economic, and social issues. Discussing these aspects in class encourages students to reflect on the importance of preserving humanity's cultural heritage and to intervene positively in their community. Furthermore, understanding local and global heritage can encourage them to act as responsible and informed citizens.
Relevance of the Theme
The importance of the theme "Material and Intangible Heritage" goes beyond understanding the differences between the two. This study connects students with their own roots and with the culture of other peoples around the world. Learning about heritage engages students in the search for knowledge of untold stories, underrepresented cultures, and the preservation of the legacy of humanity that defines us.
Engaging with heritage encourages young people to become agents of change in their communities, protecting and promoting cultural resources. In the era of globalization, understanding the importance of cultural heritage also means understanding how it can be affected by economic and social changes, and how it can contribute to sustainable development.
By becoming aware of the richness of tangible and intangible cultural heritage, students develop a deeper appreciation not only for the past, but also for the present and future of humanity. This understanding stimulates creativity and innovation, which are fundamental to personal and collective growth.
Didactic Resources
To support the deepening of the theme and promote a platform for debate, the following reliable resources are recommended:
- Instituto do Patrimônio Histórico e Artístico Nacional (IPHAN): Explore Brazilian cultural heritage through the IPHAN website, which provides detailed and up-to-date information on material and intangible heritage in Brazil.
- UNESCO World Heritage: Official UNESCO website with information on sites designated as World Heritage, including selection criteria and country listings.
- Museu do Índio - Inventário Nacional da Diversidade Linguística: Access to learn about indigenous languages of Brazil, one of the richest intangible heritages of the country.
- Book "A Preservação do Patrimônio Cultural no Brasil" by Ulpiano Toledo Bezerra de Meneses; an important reference to understand the efforts of heritage preservation in Brazil.
These resources will help students not only learn about cultural heritage, but also develop critical thinking about its protection and appreciation.
Practical Activity
Activity Title
"Heritage Guardians: A Cultural Journey"
Project Goal
Students will be responsible for identifying, researching, documenting, and presenting an aspect of material cultural heritage and another of intangible heritage, reflecting on their importance and proposing preservation measures.
Detailed Project Description
Groups of 3 to 5 students will embark on a journey to protect cultural heritage. They must choose one material cultural heritage (e.g., a local historical building) and one intangible heritage (such as a traditional festival or recipe) to study and document.
Materials Required
- Camera or smartphones with cameras
- Computer with internet access
- Art and craft supplies (poster board, pens, glue, scissors, etc.)
- Transportation for local visits (if necessary)
- Audio recorder or smartphone with recording function
Detailed Step-by-Step
Week 1: Planning and Research
- Form groups and choose the material and intangible heritage to be studied.
- Initial research on the chosen heritage using the recommended resources and others found.
- Planning for visits, interviews, and data collection (when possible).
- First draft of the written document, with basic introduction and methodology.
Week 2: Field Data Collection
- Visit the sites of the chosen material heritage to document with photos, notes, and, when possible, interviews.
- Participation or observation of intangible heritage (interviews with practitioners, recordings of events, etc.).
- Organization of the collected material for analysis.
Week 3: Analysis and Production
- Analysis of the collected information and images.
- Creation of visual materials (posters, slides, models) and/or digital materials (presentations, videos).
- Development of the written document, with emphasis on development, discussing theory and practice.
Week 4: Finalization and Presentation
- Completion of the written document with the results discussion and conclusions sections.
- Preparation of the final project presentation.
- Presentation to the class and discussion.
Project Deliverables
Students must deliver:
Written Document
This document must follow the format of an academic report and contain the sections described earlier. Each part of the report is connected to the stages of the activity: the introduction must include the relevance of the study of heritage; the development must detail the practical activities carried out, including the research and visits; the conclusion must reflect on the lessons learned and the importance of the heritage studied; and the bibliography must list all sources consulted.
Visual or Digital Materials
Creative productions (posters, models, digital presentations, videos) that document and represent the heritage studied. These serve to complement the written document and aid in the final presentation.
Final Presentation
Oral presentation of the project to the class, using the visual or digital materials created. This presentation is the synthesis of the group work and should demonstrate the knowledge acquired and the students' communication skills.
Students should write the written document throughout the project, ensuring that each phase of the practical activity is well documented and reflected in the final text. The writing should occur incrementally, with the initial research shaping the introduction, the practical activities enriching the development, and the conclusions being drawn from the results observed and experiences during the project. In addition, students should demonstrate technical and socio-emotional skills, such as critical analysis, time management, teamwork, problem solving, creative thinking and proactivity.
