Educação patrimonial pela leitura de imagens visuais em livros didáticos de história

Abstract

The purpose of this dissertation is to work on different questions related to research with History textbooks approved by PNLD 2015 for high school. Understanding them as historical documents that allow the understanding of heritage education practices through the reading of visual images. In this research, we intend to make the survey and analysis of the visual images printed in the textbooks of History referring to the tangible historical heritage of Paraíba. Next, we hope to find clues that reveal how historical heritage images enable the construction of teaching practices that can enhance the relationships of belonging, the construction of identity and, above all, the sensitivities of the students to the place. In addition, we sought to analyze the ways in which textbooks are edited and how visual images appear in fixation exercises. Finally, we try to understand how these iconographic representations have the potential to re - signify the teaching practices of teachers of History of basic schools. In this research we use as theoretical references the conceptions of Walter Benjamin, E. P. Thompson, Dominique Julia and Alain Chopin.