Global Education and Autonomy Pedagogy Gallery

Gallery Under Construction:

Base Text

In several previous works (Leite, 2018) [1] and (Leite2019) [2] we have developed several questions about popular heritage education, Global Education and project methodology. In this work we develop a closer connection between project methodology and cultural diversity, seeking to deepen the theoretical legacy of decoloniai pedagogies. We do it in the form of postcards that are part of the galleries of the Education and Diversity Museum (MED)

What is the Education and Diversity Museum (MED)?

It is a space for critical reflection on the teaching-learning processes within the scope of the Education methodology. Proposes as a work model (teaching-learning) the methodology of project work. The project methodology is appropriate for adult education as it develops learner participation (as advocated by various schools, including the New School, the Modern Method and the Project Methodology). In this sense, it makes a criticism of the traditional methodologies, where the students / trainee is mainly required passivities on the processes of knowledge transmission.

We also worked on the issues of school and the development of affect as an alternative proposal to knowledge as an exclusively cognitive process.

In terms of concept uses we understand:

  • Education – activities to prepare individuals and society to intervene in meeting personal and collective needs that ensure their survival, social cohesion and organization, the use of individual and collective memory and the development of creativity and well-being.
  • Educational Process – is the set of actions of preparation of individuals to develop individual and group actions in society.
  • Social Process and Education – Society is in flux. It is complex in nature and in constant transformation.

If society is in flux, what are the main challenges for the educational process?

There are several possible answers to this question. However, in this Museum of ours we will focus on how the growing use of technologies, which improve access to information and knowledge sources and provide access to various social and educational services, can be used to develop educational acts based on Human Dignity. based on cultural diversity. We therefore started from the following challenges:

 The emergence of new technologies introduces pressures for change in global educational processes. In what changes can we be actors and produce relevant knowledge.
The globalization process of social and cultural products and services is very intense, demanding an ever faster adaptation to societal changes. How can MED provide relevant solutions to these issues?
Following the growth of extensive educational processes based on unique curriculum pathways, education today faces the challenge of creating comprehensive educational processes that integrate cultural diversity. How can we use the memory tree project methodology to develop educational processes based on Cultural Diversity and Creative Economy.


[1] Leite, Pedro Pereira (2018) – Heritage Act Studies on Global Education and Cultural Diversity, Informal Museology Studies, # 22

[2] Leite, Pedro Pereira (2019) – Heritage Education: Cultural Diversity and Citizenship in School Context – Training Manual, Informal Museology Studies, # 23