Heritage Education and Heritage Interpretation: Strategies in Science and Technology Institutions

Abstract

This article examines heritage interpretation strategies in Brazil, focusing on initiatives developed by science and technology institutions in the city of Rio de Janeiro. The relationship between Education and Cultural Heritage dates back to the early stages of Brazilian heritage policies, although the term Heritage Education became established in the country during the 1980s. Since then, the concept has been revisited and redefined through critical approaches that understand cultural heritage as a social construct. From this perspective, educational actions should contribute to enabling different social groups to appropriate their cultural heritage and to act as protagonists in its production, appreciation, and preservation processes. Heritage interpretation is understood as a communicative and educational process aimed at mediating the relationship between cultural assets and their audiences, fostering the understanding of the meanings attributed to heritage while also enabling the reinterpretation of these values. Its effectiveness is associated with its ability to encourage active public participation, support meaning-making processes, and promote reflection on historical, cultural, social, and identity-related issues. The study is based on a qualitative methodology, combining a literature review and case study analysis, in order to discuss the challenges and potential of different interpretive resources for the dialogical construction of heritage communication.