O uso de fantoches em educação patrimonial : confeccionando memórias no Ensino Fundamental em Goiás

Abstract

The following research comprises a study about tangible and intangible heritage of cultural traditions of the City of Goiás by approaching the knowledge and the practices of manufacturing puppets of three women who are references for the culture of that city: Cora Coralina, Leodegária de Jesus and Maria Grampinho. The puppets were used as an amusing teaching tool supporting pedagogical undertakings for heritage education developed with a group of fifth-graders of Ensino Fundamental (Elementary School) at the Escola Geração Santa, in the City of Goiás. Analyses of the political-pedagogical project of the school have been carried out during the research, from which we have verified that the latter did not comprise any program on heritage education. There have been teachers’ discussion groups and a puppet performance about the story of the City of Goiás’s foundation, in which the puppets of those three women were used as narrators. Furthermore, students and teachers have discussed about heritage, intangible and tangible heritage, memory and heritage education, and finally, about those three prominent women, considering the following questions: What is heritage for you? Who are your references in life? What dishes do you and your family like to eat? As a last heritage education action, a puppet-manufacturing workshop was held by craftswoman Marcelene Camargo. It was a moment when students participated actively, making puppets of people whom they consider a reference for their life. The puppets of the outstanding women were donated to that school as the first educational product designed by this research. The second product was a video documentary about the whole research, consisting in interviews with teachers, with people from the community who spoke about the importance of Cora Coralina, Maria Grampinho and Leodegária de Jesus, as well as an interview with craftswoman Marcelene Camargo, about the process of making puppets, and with the fifth-graders. As for theoretical reference, we have used the work of authors who write about the concepts of heritage, heritage education and memory, such as Tolentino (2016), Pelegrini (2009), Florêncio (2015), Brandão (1996), Freire (2011), Chuva (2012), Agier (2001) among others. Thus, this paper’s justification lies on the fact that there aren’t many studies about heritage education designed for the first phase of Ensino Fundamental.