Educating for the heritage of humanity.

Abstract

The essay traces the thirtieth anniversary of UNESCO which led to the conceptualization of categories such as "cultural and natural heritage", "living heritage", "cultural landscape", "intangible or intangible heritage". Understanding the theoretical presuppositions of this debate, identifying the geopolitical repercussions, the subjectivities involved, strengthening the educational action in its necessary confrontation with the past, with tradition and with "collective memory". It can also allow educational sciences to play a decisive role in the institutions responsible for the protection of cultural heritage, in particular those "volatile" and transmitted through the various forms of oral expression. The recent regional law of Puglia, which has established an inventory of the Apulian intangible cultural heritage, requires this collaboration.