This research is about incorporating Heritage Education in the History teaching as a didactic methodological strategy of Teaching Local History to enable the historical learning, using to
study this strategy the exploration of the cultural heritage of the living space, the Public
Market José Vieira Nepomuceno de Barra do Corda/Maranhão, with students from the
second-year class of high school at the Centro de Ensino Arlindo Ferreira de Lucena in the
city of Barra do Corda/MA. In this sense, the objective is to analyze the contributions that
heritage education as a teaching strategy can offer the historical learning process of students;
as well as reflecting on the importance of historical school knowledge for the development of
citizenship and critical student thinking. The methodology of this research, which is included
in the qualitative level, is based on the principles of action research in accordance with the
prospect of Thiollent Michel (2007). Thus, we seek to support students in the use of certain
techniques and methods of heritage education for the construction of school historical
knowledge (SCHMIDT; GARCIA, 2003) about memory and local identity. Dialogue with the
living subject and intangible sources were made via oral sources, produced by interviews and
subsequent analysis. By mobilizing the concepts of Historical Cultural Heritage, Heritage
Education, Teaching Local History, Memory, Identity and Historical Learning, based on the
theoretical discussions of authors in the field of History Teaching: Schmidt (2003), Garcia
(2003), Bittencourt ( 2017), Cerri (2001), Rüsen (2011, among others), we aim to understand
the practical problems and historical phenomena arising from the reality investigated with the
students of the second A High School class of the Arlindo Ferreira de Lucena Teaching
Center, in what it concerns the nature of this research, which is to create conditions for
students to realize their own historicity and the importance of places of memory, knowledge
and appreciation of the city's cultural heritage. Through critical observation of the data and
the use of these theoretical and methodological contributions, the results identified give us
confidence to conclude that the Heritage Education Methodology, as a didactic methodological strategy for Teaching Local History, enables the development of the historical
learning of the students, like the community of social connivance environments and cultural
events. As a didactic-pedagogical product of this dissertation, we produced a paradidical
booklet available in digital and printed form in which we suggest a methodological path,
anchored in Local and Regional History from the Heritage Education Methodology.
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