Between the visible and the invisible, some tensions between the social field and Contemporary Heritage Education.

Abstract

The abundance of perceptions related to African, indigenous and immigrant cultures, with their memory relations, feelings, traditions, beliefs and educational possibilities, extend to the most diverse fields of society. The communication of such cultures, at times, would be marked with some subalternity along traditional educational spaces, in the most diverse places of memory or in the daily social flow itself. The opposition before the subservience applied to cultural practices and representations, the hierarchization of symbolic capitals, the legitimating consecration applied to cultural heritages conceived as a gift by the dominant elites, the exercise of symbolic power made visible over the cultural and heritage educational field would lead to the demand for another look at such existences and representations. Cultural heritage, thus, far from crystallized passivities, emerges as a symbolic agent of the human movement that intersects between distinct but shared social worlds, worlds in continuous movement. Thus, the present article is part of a larger study dedicated to analyzing the Afro-American presence in lands colonized by European immigrants in the Northeastern region of Rio Grande do Sul. We aim, through the indicative paradigm and the theoretical assumptions of cultural history, to collaborate so that the symbolic and cultural capitals of such groups are also perceived as relevant in this space, traditionally and pedagogically identified as Italian immigration.