Arqueonarrativas como ferramenta paradidática: um estudo de caso em escolas de Laranjeiras- SE

Abstract

This monograph investigates how the use of paradidactic methods in archaeology can contribute to the development of critical thinking and heritage awareness among elementary school students. The study is based on a qualitative and descriptive approach, articulating theory and practice through a university extension project carried out in public schools in the municipality of Laranjeiras, Sergipe, Brazil. Paradidactic narratives were designed and implemented, inspired by elements of archaeology, regional history, and both tangible and intangible heritage. The activities involved stories with archaeological themes that promoted the integration of playfulness, science, and culture. The results indicate that the use of narrative and artistic resources enhances meaningful learning, stimulates curiosity, and encourages critical reflection on the environment, territory, and collective memory. It was also foundthat the archaeonarratives function as effective tools for heritage education and public archaeology, as they democratize knowledge and value local identities. It is concluded that paradidactic methods in archaeology strengthen the role of the school as a spacefor memory preservation and civic formation, transforming teaching into na experience of belonging, dialogue, and historical awareness.