Visual culture and the meanings of heritage

pedagogical proposal of the inclusive teaching material

Abstract

This article presents the report on the development of inclusive teaching material, conceived in partnership with the extension project of the Heritage Education Group/ School of Fine Arts of the Federal University of Rio de Janeiro (EBA – UFRJ) and with the students of Instituto Benjamin Constant (IBC) of the Technical Courses in Crafts Integrated with Youth and Adult Education (PROEJA) and Integrated with High School. The cut presented refers to the possibility of pedagogical practices aligned with accessibility in conjunction with studies of Visual Culture, the meanings and senses of heritage and pedagogical activities in Visual Arts and Design. Therefore, we intend to point out the relevance of developing prototypes of teaching materials for critical-sensitive reflection on the uses in the practices of Architecture, Urbanism and built heritage. As well as, on the meanings of heritage in a dialogic perspective with cultural aspects, from the bibliographical study and haptic appreciation in educational work for the formation and appropriation of concepts such as: the architectural composition of building facades, with their respective geometric shapes and dimensionality from the human scale, belonging and memory. In this sense, we affirm that Heritage Education permeates school learning, including the understanding of school as a place of memory – where a considerable part of our lives takes place, from multiple individual and collective experiences, permeated by positive or non-positive affections, whose memories make up our personalities.