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Archaeology, education and Brazilian identity

Published online by Cambridge University Press:  02 January 2015

Pedro Paulo A. Funari
Pedro Paulo A. Funari*
Affiliation:
Departamento de História, Instituto de Filosofia e Ciências Humanas, Universidade Estadual de Campinas, C. Postal 6110, Campinas 13081-970 SP, Brazil, pedrofunari@sti.com.br
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Abstract

It is now well accepted that archaeology and education are inextricably linked (cf. MacKenzie & Stone 1994) and that the past is often represented as mirrored by the dominant groups in a given society. The late educator Paulo Freire warned that educators ‘need to use their students' cultural universe as a point of departure, enabling students to recognise themselves as possessing a specific and important cultural identity’ (interview in MacLaren 1988: 224). Both education and archaeology deal thus with the manipulation of present and past to forge identities useful for people in power and archaeologists and educators have been active promoters of critical approaches. Critical pedagogy has been concerned with student experience, taking the problems and needs of the students themselves as its starting point and fighting for pedagogical empowerment (Giroux & MacLaren 1986: 234–8).

Keywords

BrazilJoinvilleuniversitiesschools
Type
Special section: Archaeology in education
Information
Antiquity , Volume 74 , Issue 283 , March 2000 , pp. 182 - 185
Copyright
Copyright © Antiquity Publications Ltd. 2000

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