Archaeology, education and Brazilian identity

Bibliographic Data

ID7655096
AuthorsPedro Paulo Funari (0000-0003-0183-7622, Universidade Estadual de Campinas (UNICAMP), corresponding author), Pedro Paulo A Funari
Year2000
Volume74
Issue283
Pages182-185
Publication date2000-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAntiquity (JOURNAL)
Journal identifiersISSN: 0003-598X • E-ISSN: 1745-1744
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0003598x00066333
OpenAlexW2466144025
LanguageEN
Citations received7
References cited12

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

Aesthetics · Archaeology · Art · Empowerment · Identity (music) · Pedagogy · Point (geometry) · Political science · Power (physics) · Sociology · Anthropological Studies and Insights · Anthropology · Cultural Heritage Management and Preservation · History · Law · Museums and Cultural Heritage