Resumo

FONTES, Renata Canuto  e  BRAGHINI, Katya Mitsuko Zuquim. The trajectory of “heritage education”: conceptions, meanings, normative documents (1983-2016). Educ. Teoria Prática [online]. 2025, vol.35, n.69, e24. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v35.n.69.s17895.

This article discusses the term "heritage education" as a historical artifact, highlighting its different perspectives over time, as well as analyzing the processes of heritage policy from the perspective of different national and international agencies, perceiving the technobureaucratic and scientific path of its various meanings. It reflects on these meanings in educational documents produced in different periods, such as the "Guia Básico de Educação Patrimonial" (1999) and the "Mais Educação" Program (2007), so as to fulfill their function of public education. The heritage education develops through a triad of interests focused on education, tourism, cultural industry, and beyond intellectual investment. The study is based on the ideas of Koselleck (1992), who views the concepts as archaeological sediments open to empirical study because they temporally mark disputes and debates for the fixation of terms.

Palavras-chave : Heritage education; Cultural heritage; History of concepts.

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