Educação patrimonial na Escola Pluricultural Odê Kayodê da Vila Esperança na Cidade de Goiás : o projeto “Ancestralidade e os saberes fazeres dos avós”

Abstract

This research was developed within the scope of the Professional Master's Program in Cultural Studies, Memory, and Heritage at the State University of Goiás, focusing on the Odé Kayodê Pluricultural School, located in the Vila Esperança Cultural Center in Goiás City. Based on the project "Ancestry and the Grandparents' Knowledge and Practices," the overall objective is to analyze how collective memory, intergenerational bonds, and traditional knowledge constitute pedagogical foundations capable of promoting belonging, valuing identity, and resisting hegemonic narratives that have historically rendered Afro-Brazilian and Indigenous cultures invisible. The specific objectives are as follows: i) to understand how the project "Ancestry and the Grandparents' Knowledge and Practices" is being developed at the Odé Kayodê School from the perspective of critical heritage education; ii) to understand the interconnection between ancestral wisdom and the education of students to value Afro-Brazilian and Indigenous cultures; iii) contribute to the consolidation of educational practices committed to social justice, the dignity of historically excluded peoples, and the affirmation of memory as a right and as resistance, through the educational resource – cultural notebook. This is a qualitative and autoethnographic action research, supported by references such as: critical pedagogy, by Freire (1987, 2001, 2002); critical interculturality defended by Candau (2008, 2011, 2012); decoloniality, in the studies of Walsh (2009, 2013) and Cusícanqui (2012, 2016, 2018); diversity, discussed by Gomes (2003, 2013); identity, with Hall (1997, 2006) and Silva (2019); memory, defended by Halbwachs (2006); collective memory, by Horta (2012). In the field of heritage education, the contributions of Tolentino (2016, 2017, 2018) are fundamental. The research results demonstrate that the Odé Kayodê School operates as an "in-between place" of re-existence, transcending the limits of formal education and establishing itself as a symbolic space of re-enchantment, community protagonism, and epistemic insurgency. It is hoped that the cultural notebook will promote the appreciation of grandparents' knowledge and practices, articulating theory and practice in the construction of a pedagogy of care, ancestry, and dignity.