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Heráldica: educação histórica e ensino patrimonial no 2.º CEB
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O presente relatório de investigação, desenvolvido no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de História e Geografia de Portugal no 2.º Ciclo, descreve um estudo realizado com uma turma de 6.º ano de escolaridade. A investigação teve como objetivo compreender de que forma a heráldica local pode contribuir para a aprendizagem patrimonial dos alunos, promovendo a interpretação de símbolos culturais e o aprofundamento do conhecimento sobre o património e a compreensão histórica. A intervenção pedagógica integrou atividades de leitura e análise de símbolos heráldicos, pesquisa orientada sobre o património de Azeitão, uma saída de campo e, por fim, a criação de um símbolo representativo do património investigado por cada grupo. Estas etapas permitiram explorar a relação entre imagem, significado e memória histórica, articulando saberes de diferentes áreas disciplinares. Metodologicamente, o estudo enquadra-se numa abordagem qualitativa, assumindo a natureza de investigação sobre a prática. A recolha de dados baseou-se em notas de campo, registos fotográficos e na análise das produções finais dos alunos, que possibilitaram observar o processo de mobilização e criação intencional de sentidos e novos significados. Os resultados indicam que a heráldica, quando trabalhada de forma contextualizada e integrada no currículo, favorece a compreensão do património local e contribui para o desenvolvimento da literacia visual e histórica. Os alunos demonstraram capacidade para
interpretar símbolos, relacionar informação histórica e traduzir aprendizagens em representações visuais próprias. Conclui-se, assim, que a heráldica local constitui um recurso pedagógico pertinente para a educação patrimonial no 2.º Ciclo, potenciando aprendizagens significativas e o contacto dos alunos com o património estudado.
This research report, developed within the scope of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in History and Geography of Portugal for the 2nd Cycle, presents a study carried out with a 6th-grade class. The aim of the investigation was to understand how local heraldry can contribute to students’ heritage learning, promoting the interpretation of cultural symbols and the deepening of knowledge about local heritage and historical understanding . The pedagogical intervention included activities involving the reading and analysis of heraldic symbols, guided research on the heritage of Azeitão, a field trip, and, finally, the creation of a symbol representing the heritage investigated by each group. These stages made it possible to explore the relationship between image, meaning, and historical memory, while articulating knowledge from different subject areas. Methodologically, the study is framed within a qualitative approach and is characterised as practitioner research. The data collection was based on field notes, photographic records, and the analysis of the students’ final products, which made it possible to observe the processes of intentionally mobilising and creating meanings and new interpretations. The findings indicate that heraldry, when explored in a contextualised manner and integrated into the curriculum, enhances the understanding of local heritage and contributes to the development of visual and historical literacy . Students demonstrated the ability to interpret symbols, relate historical information, and translate their learning into their own visual representations. It is concluded, therefore, that local heraldry constitutes a valuable pedagogical resource for heritage education in the 2nd Cycle of Basic Education, fostering meaningful learning and strengthening students’ contact with the heritage studied.
This research report, developed within the scope of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in History and Geography of Portugal for the 2nd Cycle, presents a study carried out with a 6th-grade class. The aim of the investigation was to understand how local heraldry can contribute to students’ heritage learning, promoting the interpretation of cultural symbols and the deepening of knowledge about local heritage and historical understanding . The pedagogical intervention included activities involving the reading and analysis of heraldic symbols, guided research on the heritage of Azeitão, a field trip, and, finally, the creation of a symbol representing the heritage investigated by each group. These stages made it possible to explore the relationship between image, meaning, and historical memory, while articulating knowledge from different subject areas. Methodologically, the study is framed within a qualitative approach and is characterised as practitioner research. The data collection was based on field notes, photographic records, and the analysis of the students’ final products, which made it possible to observe the processes of intentionally mobilising and creating meanings and new interpretations. The findings indicate that heraldry, when explored in a contextualised manner and integrated into the curriculum, enhances the understanding of local heritage and contributes to the development of visual and historical literacy . Students demonstrated the ability to interpret symbols, relate historical information, and translate their learning into their own visual representations. It is concluded, therefore, that local heraldry constitutes a valuable pedagogical resource for heritage education in the 2nd Cycle of Basic Education, fostering meaningful learning and strengthening students’ contact with the heritage studied.
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Heráldica Património local Educação histórica Aprendizagem patrimonial 2.º Ciclo do Ensino Básico Heraldry Local heritage Heritage learning Historical education 2nd cycle of basic education