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This article seeks to analyze the interrelationships between memory, identity and historical and cultural heritage and its use in the teaching-learning process of history, based ona case study with a school community located in the neighborhood of Madureira (RJ). It calls attention to the importance assumed by the notion of cultural reference both in the current cultural heritage preservation policies, as in the teaching and learning process, marked by the appropriation, invention and production of meanings, resulting from the protagonism of the individuals who constitute it. Thearticle proposes that the identification of the cultural references becomes a fundamental element in the construction of a didactics of history teaching, in which the student is at the center. |
