| Summary: | This paper aims at weaving a theoretical dialogue between the interactional epistemology of Serge Moscovici and the Conceptual, Referential and Operational Scheme (ECRO) developed by Enrique Pichon-Rivière. Taking into account that these are psychosocial approaches based on communication as a process, we analyze how they can become the basis of concrete educational practices, such as the heritage education model implemented by the Museu do Samba in Rio de Janeiro. This analysis allowed us to conclude that the cultural mediation scheme as well as the materialization of the ECRO by means of experiential learning are effective pedagogical tools in processes of social construction of memory and recognition of cultural identity.
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