@conference {torres_historical_2020,
	title = {Historical {Literacy}: a {Virtual} {Museum} for the {Dissemination} of the {Cultural} {Heritage} of {Fishing} {Communities}},
	booktitle = {Proceedings of {ICERI} 2020 {Conference}},
	year = {2020},
	note = {n/a},
	pages = {6404{\textendash}6410},
	publisher = {INTED},
	organization = {INTED},
	address = {Sevilha},
	abstract = {<p>This project is inserted in Observat{\'o}rio de Literacia Oce{\^a}nica, and its aim is the co-construction of a virtual museum of the Fishery Arts, based on History concepts and contents related with formal and informal knowledge. In these communities, the oral and intergenerational transmission of life stories occurs mainly within the family circle. Our main purpose was to find ways that allowed students to acquire usable and significant pasts, and not only fixed histories. The acquisition of historical literacy can change the way they apprehend and make use of knowledge, turning them in to agents of change, disseminators of their cultural heritage, with the help of a technologically enriched environment that enables network communication. The access to digital education should promote students{\textquoteright} autonomy and responsibility when constructing knowledge. In the present study, artisanal fishing was the object of study, related to the contents of the discipline of History. Making use of technologically enriched environments we intended to analyse how the interactions between the formal and informal knowledge of these students occurred, developing the study in such a way that their knowledge could be meaningful and usable. It is intended to promote their intervention in society as agents of change, identifying and resolving problems associated with the communities to which they belong. In a perspective of curricular innovation, and considering that a sustainable development implies a change of paradigm in education, the adoption of differentiated, transformative pedagogies aiming an active learning, involving direct participation, collaboration and problem solving for the promotion of school success, it is intended to create a space for critical reflection, generating new knowledge and knowledge shared and enriched so that students participate in the construction of knowledge in order to make it meaningful and usable. Participation and negotiation amongst participants, within a perspective of shared responsibility and active citizenship, promotes cohesion and equality. We have considered the context of the school community and the context of the community in which the project is inserted, so that the tasks / knowledges that students have, can become meaningful and promote the quality and sustainability of the environment in which they are inserted. Education faces challenges that are a reflection of society{\textquoteright}s problems. In the search for solutions it is essential the participation and collaboration of students who, with their formal and informal knowledge, can address problems that have cultural, social, political, economic and environmental impacts in their communities, as well as a local, regional and global scope, both in present and past times. Using digital environments and instruments we will try to understand how the interactions between formal and informal knowledge take place and how the performance of students from the fishing communities can be improved. Keywords: historical literacy; formal and informal knowledge; virtual museum.</p>
},
	isbn = {978-84-09-24232-0},
	author = {Torres, Marta and Correia de Freitas, Jo{\~a}o and Mesquita, M{\^o}nica}
}
