<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152025000300303</article-id>
<article-id pub-id-type="doi">10.29352/mill0228.42264</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Cultural sensitivities and heritage identities: the educational relevance through memory]]></article-title>
<article-title xml:lang="pt"><![CDATA[Sensibilidades culturais e identidades patrimoniais: relevância educativa através da memória]]></article-title>
<article-title xml:lang="es"><![CDATA[Sensibilidades culturales e identidades patrimoniales: la relevancia educativa a través de la memoria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Marília]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tadeu]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Bragança  ]]></institution>
<addr-line><![CDATA[Bragança ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico da Guarda  ]]></institution>
<addr-line><![CDATA[Guarda ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152025000300303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152025000300303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152025000300303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Heritage education is a key element in the development of inclusive global citizenship, promoting the recognition of cultural heritage and diversity as structural components of identity. The teacher&#8217;s active role in the construction of this knowledge is emphasized.  Objective:  To identify students&#8217; knowledge regarding heritage education and understand their awareness of the importance of cultural heritage, its diversity, and its recognition in teacher training.  Methods:  A qualitative approach was adopted. A questionnaire was applied to students from two Portuguese and one Brazilian higher education institution. The data was analyzed using SPSS and descriptive statistics.  Results:  The results show the importance of understanding and defining cultural heritage, as well as teaching, learning, and valuing it, leading students to construct meanings. Implications, discrepancies, and limitations of the study are highlighted.  Conclusion:  Improving heritage education through specific pedagogical methods can enhance students' knowledge and increase their appreciation and valuation of cultural heritage.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  A educação patrimonial constitui um eixo essencial na formação para a cidadania global e inclusiva, promovendo o reconhecimento do património cultural e da diversidade como elementos estruturantes da identidade. Destaca-se o papel ativo do professor na construção desse conhecimento.  Objetivo:  Identificar os conhecimentos dos estudantes sobre educação patrimonial, de modo a compreender a sua consciência quanto à importância do património cultural, sua diversidade e reconhecimento na formação docente.  Métodos:  Adotou-se uma abordagem qualitativa. Foi aplicado um questionário a estudantes de duas instituições de ensino superior portuguesas e uma brasileira. Os dados foram analisados com recurso ao programa SPSS e a estatísticas descritivas.  Resultados:  Os resultados mostram a importância de compreender e definir o património cultural, bem como de o ensinar, aprender e valorizar, conduzindo os estudantes à construção de significados. São evidenciadas implicações, discrepâncias e limitações do estudo.  Conclusão:  Melhorar a educação patrimonial por meio de métodos pedagógicos específicos pode não só elevar o nível de conhecimento dos estudantes, como também promover a sua apreciação e valorização do património cultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La educación patrimonial constituye un eje esencial en la formación para una ciudadanía global e inclusiva, promoviendo el reconocimiento del patrimonio cultural y la diversidad como elementos estructurantes de la identidad. Se destaca el papel activo del profesor en la construcción de este conocimiento.  Objetivo:  Identificar los conocimientos de los estudiantes sobre la educación patrimonial para comprender su conciencia respecto a la importancia del patrimonio cultural, su diversidad y su reconocimiento en la formación del profesorado.  Métodos:  Se adoptó un enfoque cualitativo. Se aplicó un cuestionario a estudiantes de dos instituciones de educación superior portuguesas y una brasileña. Los datos fueron analizados mediante el programa estadístico SPSS y estadística descriptiva.  Resultados:  Los resultados muestran la importancia de comprender y definir el patrimonio cultural, así como de enseñarlo, aprenderlo y valorarlo, llevando a los estudiantes a la construcción de significados. Se evidencian las implicaciones, discrepancias y limitaciones del estudio.  Conclusión:  Mejorar la educación patrimonial mediante métodos pedagógicos específicos puede no solo aumentar el nivel de conocimientos de los alumnos, sino también fomentar su aprecio y valoración del patrimonio cultural.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[cultural memory]]></kwd>
<kwd lng="en"><![CDATA[heritage identity]]></kwd>
<kwd lng="en"><![CDATA[cultural diversity]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="pt"><![CDATA[memória cultural]]></kwd>
<kwd lng="pt"><![CDATA[identidade patrimonial]]></kwd>
<kwd lng="pt"><![CDATA[diversidade cultural]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="es"><![CDATA[memoria cultural]]></kwd>
<kwd lng="es"><![CDATA[identidad patrimonial]]></kwd>
<kwd lng="es"><![CDATA[diversidad cultural]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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