POWER AND HISTORICAL PATRIMONY: possibilities of dialogue between Historical Education and Patrimonial Education in High School.

The articule discusses assumptions of Didactic of History, History Education and Patrimonial Education, considered guiding principles of an experience conducted with students of 2nd year of High School at Center for Teaching and Applied Research on Education, Federal University of Goias (CEPAE-UFG), which began with the identification of the student’s historical ideas about historical patrimony, seeking interventions that would enable new ways of dealing with the past and with memory. These interventions were made from the reading and discussion of different documents that raises patrimony, such as newspaper reports, adapted fragments of academic texts and historical documents relating to the historical context of founding of Servi o do Patrim nio Histórico-Artístico Nacional (SPHAN). This range of documents was also the material of research for students to question the character of tradition in the discourse on patrimony in order to build alternative narratives on this subject, thus approaching of more complex forms of historical consciousness.