Heritage Education and Affective Cartography

A Methodological Proposal for Upper Secondary Education

Abstract

This article presents a transdisciplinary methodological proposal for high school education that integrates Heritage Education with Affective Cartography as instruments for the appreciation and preservation of cultural heritage. The importance of cultural heritage (of a thing) must be measured by the enchantment that this natural, tangible, or intangible asset (the thing) evokes in us. Heritage Education associated with Affective Cartography was conceived as a possible teaching methodology aimed at fostering cultural knowledge capable of encouraging a new interpretation of reality and of the relationships we establish with cultural heritage, with the goal of contributing to its recognition, appreciation, and preservation. The methodology seeks to promote the understanding of heritage as a fundamental right, fostering citizenship and the holistic development of students. The proposal consists of a project based on the creation of Affective Maps, resulting from visits to cultural heritage sites in Rio de Janeiro and from integrated activities among different disciplines, especially Visual Arts. The actions were structured into awareness workshops, practical activities, and artistic productions, with participatory evaluation and portfolio documentation. This proposal reflects results regarding the potential of heritage education and affective cartography and the theoretical implications of their application, suggesting the strengthening of the sense of belonging, the expansion of cultural awareness, and the development of creativity.