Heritage Education and Meaningful Learning

An Analysis of the ACOPLAR Methodology from the Perspective of Educators

Abstract

This study investigates the application of the ACOPLAR methodology in the process of creating the "Conhecendo a Serra Catarinense: Uma jornada educativa" (Knowing the Serra Catarinense: An Educational Journey) booklets, focusing on the perception of multiplier teachers and the potential impact on valuing the region's cultural and natural heritage. Adopting a qualitative and applied approach, data were collected via an online questionnaire (Google Forms) after the educators' participation in in-person training and a formative city tour’s. The results reveal high teacher engagement and a predominantly positive perception of the city tour's contribution to expanding regional knowledge. The analysis corroborates the effectiveness of the ACOPLAR methodology, based on Ausubel's Theory of Meaningful Learning, Vygotsky's Social Constructivism, and Moran's Active Methodologies, as a robust framework for professional development and the promotion of contextualized learning. Educators demonstrate confidence in acting as multipliers, with expectations of significant impact on students in terms of historical-cultural knowledge, environmental awareness, and strengthening a sense of belonging. Challenges such as curricular conciliation and the scarcity of physical material are pointed out, suggesting the need for continuous support and additional resources. It is concluded that the ACOPLAR methodology is a promising initiative for heritage education and regional development, validating an approach that integrates theory, practice, and territory for the formation of conscious and engaged citizens.