School patrimonialization: the implementation of memory spaces in educational institutions of Sergipe (2005–2018)

Abstract

Considering the challenge of inserting school patrimony in debates within the field of patrimony and its preservation, this study seeks to analyze school memory spaces created in Sergipe between 2005 and 2018. More specifically, a dialogue with the concept of school “patrimonialization” is established, in addition to a discussion about the need to value the singularities and specificities of school subjects. Given this end, the sources include five collections safeguarded in public and private institutions, which consist of documents and objects that reveal educational practices from different historical periods, teaching levels, and public assisted. In this sense, this research highlights the materialization of these projects and the role of the community in relation to the paths taken by the group of subjects who contributed to the construction of their archives, with distinct choices and aims