Educação patrimonial e turismo pedagógico no Rio do Engenho (Ilhéus/BA): proposta de roteiro pedagógico a partir do reconhecimento do território como espaço de memória e resistência

Abstract

This study aims to propose a pedagogical itinerary for heritage education in the district of Rio do Engenho, in the municipality of Ilhéus (BA), understanding the territory as a space of memory and resistance. The research is based on the recognition that this space brings together significant traces of the regional historical formation, marked by the presence of Indigenous peoples, the sugar-based economy, and the experiences of resistance of Indigenous and enslaved Black populations, such as the revolts that occurred at Engenho de Santana in 1602 and 1789. Methodologically, the study is characterized as a qualitative research of an exploratory and descriptive nature, developed through bibliographic survey, documentary analysis, and in loco observation of the territory, seeking to identify elements of the cultural heritage present in the locality and their educational potential. Based on this investigation, a pedagogical itinerary was developed structured in stages of pre-visit, field visit, and post-visit, with the aim of articulating the contents of the Base Nacional Comum Curricular (BNCC) with the territorial experience, promoting interdisciplinary practices aimed at students in the final years of Elementary School (6th to 9th grade) of the municipal public education system. The itinerary proposes investigative dynamics, historical problematizations, and reflective activities that encourage students to recognize the territory as a source of historical knowledge, stimulating critical thinking and the development of a sense of belonging. The results of the study show that Rio do Engenho has the potential to consolidate itself as a space for heritage education and pedagogical tourism in southern Bahia. However, it was also possible to identify weaknesses related to the preservation of local historical heritage and the discontinuity of public policies aimed at its valorization. In this context, it is concluded that the implementation of pedagogical itineraries can contribute not only to strengthening the link between educational institutions and the territory, but also to expanding the public debate on the importance of preserving and safeguarding local historical memory, encouraging the appreciation of cultural heritage and the recognition of the trajectories of resistance that structure the community's identity.