FROM TERRITORY TO CURRICULUM: BUILDING IDENTITY AND BELONGING THROUGH HERITAGE EDUCATION

Abstract

The qualitative study investigates how the integration between territory, curriculum, and heritage education contributes to the formation of critical students who take charge of their own learning. Conducted in public schools in Laje do Muriaé/RJ, with an emphasis on a high school class at CIEP 343 – Prof. Emília Ligiero Diniz, the study observed the incorporation of local cultural heritage into pedagogical practices, such as the creation of cultural maps of the home-school route. The results indicate that this articulation strengthens identity bonds, promotes meaningful learning, and transforms the school into a space of memory, culture, and belonging.

DOI: https://doi.org/10.56238/sevened2025.038-047