摘要：Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} This paper aims at discussing the complexity of the conception of patrimony, mainly in its relations with education and the process of learning and teaching in the school. At first, we present contributions on the subject of culture in the curriculum, brought out by the theoreticians of the critical theory of curriculum. Afterwards, some theoretical contributions of Jeudy and Vygotsky are given which collaborate, respectively, in making explicit the broadening of the conception of patrimony, as well as the relevance of thinking culture in the social contexts as an important element in the process of teaching and learning. The dialogue carried out in the paper pretends to contribute to the widening of the conception of patrimony, reflecting its potential and collaboration together with the teaching and learning process.
其他摘要：This paper aims at discussing the complexity of the conception of patrimony, mainly in its relations with education and the process of learning and teaching in the school. At first, we present contributions on the subject of culture in the curriculum, brought out by the theoreticians of the critical theory of curriculum. Afterwards, some theoretical contributions of Jeudy and Vygotsky are given which collaborate, respectively, in making explicit the broadening of the conception of patrimony, as well as the relevance of thinking culture in the social contexts as an important element in the process of teaching and learning. The dialogue carried out in the paper pretends to contribute to the widening of the conception of patrimony, reflecting its potential and collaboration together with the teaching and learning process.
关键词：Patrimony;Culture;Teaching and learning process.;Patrimônio;Cultura;Processo de ensino-aprendizagem.
其他关键词：Patrimony; Culture; Teaching and learning process.
