PATRIMONIAL EDUCATION These are some consideraes on Patrimonial Education. Here some fragmentos of thought elaborated with intention to debate patrimonial education. Reflections that take in to think them the education about Brazil. Here only some stretches developed from this vision of the patrimonial education. The patrimonial education search to enable the individual to exert the citizenship, knowing, if appropriating and valuing its culture so that with this it comes to understand the half cultural partner who if finds inserted. Many times we relate in them as patrimony something that we receive from inheritance or even though we think about the architecture of the city, the old building, but patrimony also can be represented by photos, objects with or without commercial value with a raised affective emotional load. Also they can be more including, as necessary elements to the survival of the human being, as the pertaining water, elements to the nature. As Funari ' ' The individual patrimony depends on us, that we decide what in interessa' ' , the election of what it is patrimony is an option of each individual in accordance with its interests politicians and economic and the collective patrimony depends on the reflections that the proper community carries through to determine the interests common to the all.

The house, the street, the school, the family can contribute for the beginning of this understanding, understanding as individual that she depends on us, the one breaks up, leaving for the collective one, thus involving a community, an association of quarter, condominium, generating multiplicity. What it is patrimony for ones, is not for others, but it is to have of all, in the collective, to preserve. Horta in them guides it describes as to have patriotic to preserve material, ambient resources and knowing Brazilian. In this process of valuation and preservation of the culture and the historic site, all the actions if make necessary to assist the individual in the construction of its proper identity, being recognized and accepting diversities cultural, in which the patrimonial education offers the possibility for educating to use its intellectual capacity with intention to perceive the importance of the patrimony.