Patrimonial education and history teaching

the spaces for valuing the afro-capixaba culture

Abstract

Abstract: The present article aims the reflection about the historic constitution of afro-capixaba culture and its space in Espírito Santo education, since it has the need to give visibility and protagonism to african and capixabas traditions through activities that value the historic, social and cultural elements of knowledge ancestors and their relation with the capixaba patrimony. Therefore, were used the concepts from the popular culture by Chartier (1995) and Arão de Azevedo Souza (2010); cultural identities by Stuart Hall (2006); oral tradition and ancestry, by Michele Schiffler (2016), and finally, the afro-capixaba term used by Cleber Maciel (2016).  We have used as object of analysis the cultural manifestations of Congo and of the Ofício das Paneleiras, listed as immaterial cultural patrimony, to exemplify the religious syncretisms and cultural assimilations that form the state cultural identity. Then, we based on the concepts of cultural patrimony and patrimonial education, to establish relations between these and the teaching of the african people history in Brazil and their heritages. Thereby, we traced briefly the reality of the teaching of these cultures, a lot of times marginalized in formal teaching spaces. At the end of the article we propose two activities that would value the historic, social and cultural elements of knowledge ancestors and their relation with the capixaba patrimony, making possible, by the heritage education in history teaching, to give visibility to african and capixaba traditions.