Journal of Education· 2026Q1
Heritage Education with Children: the Educational Project “Living Heritage for Childhood”
- 0citations
- Q1SCImago
- 2026year
Short summary
The "Living Heritage for Childhood" project at the Roman Theatre of Braga transformed children from passive recipients into active interpreters of cultural heritage, fostering belonging and connections between their cultural repertoires and heritage knowledge.
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Key points
- Children were recognized as active subjects and knowledge producers in heritage education.
- The project utilized participatory qualitative research and creative practices.
- Children actively interpreted archaeological heritage by mobilizing their cultural repertoires.
- Participatory heritage education fosters belonging and connects children's experiences with heritage knowledge.
AI-generated from the title and abstract; the full text is not read.
Abstract
Heritage education has often positioned children as recipients rather than active interpreters of cultural heritage. Addressing this limitation, this study analyses Living Heritage for Childhood , developed at the Roman Theatre of Braga, examining how children construct heritage knowledge through participatory experiences. Grounded in participatory qualitative research, the project recognised children as subjects of rights and producers of knowledge. Through playful and creative practices, children interpreted archaeological heritage, mobilising their cultural repertoires. Findings highlight the potential of participatory heritage education to foster belonging and connections between children’s cultural repertoires and heritage knowledge, while supporting greater integration into cultural and educational policies.
The authors' abstract, as published at the source. Journal of Education, 2026 · DOI ↗
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Field: Museology
MuseologyArts and Humanities