Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
In cities increasingly characterized by a desertification of social spaces (Mortari, 2008), this paper explores heritage education (De Nicola et al., 2022) as a generative field for rethinking the relationship between children and urban spaces. With a critical approach, heritage is considered as a cultural and social process, embedded in and enacted through everyday practices and places (Robertson, 2012). The qualitative research presented here involved children, considered as social actors (Balagopalan et al., 2023) in mapping workshops, where they researched and identified elements they considered as heritage in their everyday environment. The exploration of places and the creation of collective maps enabled children to narrate their experiences of the area (Malatesta, 2015), recognize heritage’s multivocality and reflect on how to take care of it. With a future-oriented view, heritage education calls for reconnecting with urban spaces, fostering in children the curiosity to be and act in and within the world (Biesta, 2022).
