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Previous issue date: 2017-08-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis proposed a reflection on the practice of Patrimonial Education in the two aspects of the archaeological context, the academic archeology and the preventive. The issues presented here have raised in my 10 years of work at the forefront of archaeological work, mainly in the demand for the dissemination of the knowledge that research generates. There is a longing for the diffusion of knowledge, but when returning to the places that served in the first moments of the propagation of cultural heritage, whether formal or informal places of learning, there was no trace of the development of the work begun, at most one or another part that considered the acts of exchange of knowledge were for "killing time," "holiday," "fulfilling an obligation," "a festive day," or "act for the act?s sake" The reflection of this process was done through questions: how to carry out actions that remain in the average and long duration? What are the actors for this process to become possible? How do you make it happen? Thus, in this study we used the methods macroanalysis and comparative research as a methodological approach to reflect on educational actions in academic archeology. The considerations that we sought to assess were the potentialities, limitations and challenges that each observed group (teachers, students, community) enjoyed in the contact with the cultural patrimony through actions for the educational and temporal heritage (short, medium or long term). / Esta tese se prop?s a uma reflex?o da pr?tica da Educa??o Patrimonial nas duas vertentes do contexto arqueol?gico, a arqueologia acad?mica e a preventiva. As quest?es aqui apresentadas foram suscitadas em meus 10 anos ? frente do trabalho arqueol?gico, principalmente na demanda da divulga??o do conhecimento que a pesquisa gera. H? anseios alcan?ados da difus?o do saber, por?m ao voltar aos lugares que serviram nos primeiros momentos da propaga??o do patrim?nio cultural, sejam eles locais formais ou informais de ensino, n?o havia resqu?cio do desenvolvimento do trabalho iniciado, no m?ximo uma ou outra parcela que considerava os atos de troca de saberes eram para ?matar o tempo?, ?feriado?, ?cumprir uma obriga??o?, ?um dia festivo? ou ?o ato pelo ato?. A reflex?o desse processo se fez atrav?s de perguntas: como efetuar a??es que permane?am na m?dia e longa dura??o? Quais s?o os atores para que este processo se torne poss?vel? Como proceder para que isso aconte?a? Sendo assim, empregamos nesse estudo os m?todos macroan?lise e pesquisa comparativa como abordagem metodol?gica para refletir sobre as a??es educativas na arqueologia acad?mica. As considera??es que procuramos aferir foram as potencialidades, as limita??es e os desafios que cada grupo observado (professores, alunos, comunidade) usufruiu no contato com o patrim?nio cultural por meio das a??es para o patrim?nio no aspecto educativo e temporal (curto, m?dio ou de longa dura??o).
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7736 |
| Date | 31 August 2017 |
| Creators | Matos, Alexandre Pena |
| Contributors | Hilbert, Klaus Peter Kristian |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Hist?ria, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 1740700517806534787, 500, 500, 500, 600, -6557531471218110192, -3840921936332040591, 2075167498588264571 |
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