The central focus of the present dissertation was to think and to use the
Didactics of History in a School-Museum relation context, as a means of giving a
contribution for a didactics of the patrimony.
In order to achieve this objective a pedagogical-didactical work dynamics was
aopted. This work dynamic, of reflexive practical theoretical character, was conceived
and carried out as a Project work, developed with elementary school students at Raul
Proença Secondary School, whose planning had in mind a learning intention based on
the recognition of the potential of the teaching of History, as a knowledge área
especially addressed to the promotion of education for citizenship.
Thus, bearing in mind the central aim and the learning intention we had
assumed, we selectd three spaces of the patrimony ( School, Museum, City) as well as
three vectors of learning action ( History, Patrimony, Didactics) which, due to their
interdependency would allow a change in the teaching of History mediated by a
Didactics of the Patrimony in a lively and acting reality for our students, so as to
provide them a learning-teaching experience able to enrich and reiforce their cultural
identity, at a local level, as a first and decisive condition to achieve a true citizenship