<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602017000100205</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.48650</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A interculturalidade em Educação Patrimonial: desafios e contributos para o ensino de História]]></article-title>
<article-title xml:lang="en"><![CDATA[Interculturality in Heritage Education: challenges and contributions to History teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Porto Faculdade de Letras Centro de Investigação Transdisciplinar "Cultura, Espaço e Memória"]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>00</volume>
<numero>63</numero>
<fpage>205</fpage>
<lpage>220</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602017000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602017000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602017000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO No ensino de Hist&#243;ria, aspectos curriculares interdisciplinares relacionados com o uso do patrim&#243;nio cultural ou a problematiza&#231;&#227;o em torno do desenvolvimento de atitudes de toler&#226;ncia, de respeito pela diferen&#231;a e coopera&#231;&#227;o entre povos, necessitam de uma reflex&#227;o fundamentada e sistem&#225;tica sobre concep&#231;&#245;es de alunos e professores em &#225;reas centrais para a Educa&#231;&#227;o Hist&#243;rica, como a da interculturalidade. Com o objetivo de aprofundar, numa abordagem essencialmente qualitativa, a compreens&#227;o dos sentidos atribu&#237;dos por alunos e professores a fontes patrimoniais, em articula&#231;&#227;o com conceitos ligados &#224; consci&#234;ncia hist&#243;rica, nomeadamente os de identidade e de patrim&#243;nio, analisaram-se as concep&#231;&#245;es de alunos de 7.&#186; ano e de 10.&#186; ano de v&#225;rias escolas do norte de Portugal, acerca da forma como interpretam fontes patrimoniais e, ainda, como os seus professores entendem o uso de fontes patrimoniais no ensino e aprendizagem de Hist&#243;ria, dada a sua rela&#231;&#227;o com a interpreta&#231;&#227;o como processo de constru&#231;&#227;o de significado acerca do passado. Neste estudo registaram-se diferentes perfis de identidade consoante o padr&#227;o de pensamento, desde uma identidade local/nacional fundada nas origens, i.e. exclusiva, at&#233; uma identidade mais inclusiva e europeia/global. Os resultados do estudo permitem abrir possibilidades de novas formas de abordagem educativa relacionadas com a utiliza&#231;&#227;o do patrim&#243;nio como evid&#234;ncia hist&#243;rica, contribuindo para o desenvolvimento da consci&#234;ncia hist&#243;rica e patrimonial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In History teaching, interdisciplinary curricular aspects related to the use of cultural heritage or the questioning of the progress of improvement acts on tolerance, respect for differences and cooperation among peoples require a reasoned and systematic reflection on students and teachers' conceptions in central areas for History Education, such as interculturality. In this research it was aimed at deepening, in an essentially qualitative approach, the understanding of how students and teachers make sense of heritage sources, and also of concepts related to historical consciousness, such as identity and heritage. We have analysed the conceptions of 7th and 10th graders of several schools in northern Portugal, dealing with heritage evidence, and how their teachers understand the use of heritage sources in teaching and learning History, given its relationship with interpretation as a process of making sense of the past. Different identity profiles emerged from data analysis depending on the pattern of thinking, from a local/national identity grounded on origins, i.e. exclusive, up to a more inclusive and European/global identity. The results of this study revealed possibilities of new educational approaches regarding the use of heritage as historical evidence, and contributing to the development of historical and heritage consciousness.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Histórica e Patrimonial]]></kwd>
<kwd lng="pt"><![CDATA[consciência histórica]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[interculturalidade.]]></kwd>
<kwd lng="en"><![CDATA[History and Heritage Education]]></kwd>
<kwd lng="en"><![CDATA[historical consciousness]]></kwd>
<kwd lng="en"><![CDATA[identity]]></kwd>
<kwd lng="en"><![CDATA[interculturality.]]></kwd>
</kwd-group>
</article-meta>
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