ABSTRACT
This article is guided by the hypothesis that heritage education can become a conceptual and methodological tool for intercultural communication in school contexts. Based on interviews carried out with teachers working in the early years of schooling in the state of Rio Grande do Sul, Brazil, experiences and pedagogical practices in Human Sciences articulated as heritage education initiatives aimed at valuing histories, territories and identities are examined. The evidence analyzed calls into question contradictory facets of heritage education in municipal contexts and, simultaneously, demonstrates its relevance for deconstructing and problematizing colonial, selective, and eurocentric traits present in pedagogical practices developed in southern Brazil.
Keywords
Heritage education; Interculturality; Intercultural communication