Made available in DSpace on 2015-04-14T13:48:14Z (GMT). No. of bitstreams: 1 458329.pdf: 6657807 bytes, checksum: aa5b46b37cc1319850c6892007b5dfa6 (MD5) Previous issue date: 2014-03-13 / This research aims to mainly analyze for the real first time the trajectory of ideas and concepts for the Archaeological Preservation of the material culture remainings in the Jesuit-Guarani Missions located in the Brazilian territory. From the results obtained through several excavations, noting the historical construction of legal and technical regulations, it will be analyzed how continuous management programs of the archaeological heritage over the years contributed to consolidate a new approach of the national archaeological heritage. Finally, we look at how the management of archaeological heritage has built a growing interface with another important area of the field of cultural heritage preservation: education. This is a broad perspective, but recognizes the complexity of human beings in their different ways of knowing and acting and which considers Archaeological Science and Education active interlocutors in the development of a critical reflection of the past / A presente pesquisa tem como principal objetivo analisar pela primeira vez a trajet?ria de ideias e conceitos de Preserva??o Arqueol?gica nos remanescentes de cultura material nas Miss?es Jesu?tico-guaranis localizadas no territ?rio brasileiro. A partir dos resultados de diversas escava??es, observando a constru??o hist?rica de normativas legais e t?cnicas, se analisar? como cont?nuos programas de gest?o do patrim?nio arqueol?gico ao longo dos anos contribu?ram para consolidar um novo enfoque do patrim?nio arqueol?gico nacional. Ao final, observaremos como a gest?o do patrim?nio arqueol?gico construiu uma crescente interface com outra ?rea importante do campo da preserva??o do patrim?nio cultural: a educa??o. Esta ? uma perspectiva ampla, mas que reconhece a complexidade do ser humano em suas diferentes formas de conhecer e agir e que considera a Ci?ncia Arqueol?gica e a Educa??o interlocutoras ativas no desenvolvimento de uma reflex?o cr?tica sobre o passado