Abstract
The process of safeguarding quilombola territories currently has problems that challenge their visibility as cultural heritage. In this context, we seek to understand the process of heritage appreciation of quilombola territories through participatory cartography, from the perspective of geoeducation. From the approach to the Conceicao dos Caetanos Community, in Tururu-CE, it was possible to establish practices of heritage education and participatory mapping capable of supporting an analysis about the relevance of these processes for the self-recognition of quilombola communities. This recognition was based on the survey of elements that make up the cultural heritage of the Community and the perception of the territory as a cultural heritage in itself. With this, one realizes the importance of making viable through the geographic and cartographic look strategies of perception and valorization of quilombola communities, in face of the problems and potentialities existing in these territories.
Highlights
The process of safeguarding quilombola territories currently has problems that challenge their visibility as cultural heritage
We seek to understand the process of heritage appreciation of quilombola territories through participatory cartography, from the perspective of geoeducation
From the approach to the Conceição dos Caetanos Community, in Tururu-CE, it was possible to establish practices of heritage education and participatory mapping capable of supporting an analysis about the relevance of these processes for the self-recognition of quilombola communities. This recognition was based on the survey of elements that make up the cultural heritage of the Community and the perception of the territory as a cultural heritage in itself
Summary
O conceito de patrimônio cultural, na ciência geográfica, pode ser entendido como uma referência cultural dos grupos humanos e que por meio das categorias de análise da Geografia adquire expressão espacial, representando um dos caminhos na análise da dimensão geográfica da cultura (FIGUEIREDO, 2013). De modo que esta terceira perspectiva ganha maior peso na proposta deste trabalho, uma vez que enfatiza a relação humana com o espaço por meio da associação simbólica-cultural, produzindo territorialidades, relações entre território e identidade (HAESBAERT, 2007). A Educação Patrimonial (EP), por sua vez, é aqui percebida como conjunto de processos educativos formais e não formais com enfoque no Patrimônio Cultural, que é apropriado socialmente como recurso para a compreensão sócio histórica das referências culturais em todas as suas manifestações (IPHAN, 2014). E para o desenvolvimento das atividades de mapeamento dos elementos patrimoniais culturais da Comunidade, além dos autores que versam sobre as práticas educativas envolvendo a Geografia e o patrimônio cultural, foram fundamentais os autores que tratam sobre as diferentes possibilidades de aplicação do mapeamento participativo (SILVA; VERBICARO, 2006; ANDRADE; CARNEIRO, 2009). Passamos para a disposição das atividades realizadas junto à comunidade de Conceição dos Caetanos
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