We recognize in this memory what it distinguishes in them and what we approach. We identify history are its marcantes events, since the conflicts to the common initiatives. the cultural identity defines what each group is and what in them differentiates ones of the others. (Baptist, 2007) the archaeological studies have been important to call the public attention of the companies, agencies and communities in general on the importance of the preservation of the material culture. Being thus, the Patrimonial Education must approach in clear and dynamic way the studies on the cultural diversity of a people in one determined region. Studies of patrimonial education would have to be carried through with a specific team of educators who have full knowledge on patrimony. In this way, old the large house and abandoning could be restored and would start to have its history and counted architecture, the religious parties and all its dynamics would have to be described, regional music would also be preserved with action of a well made patrimonial education.
' ' …….. to promote reencontro reconquers and it of a group I obtain exactly, becomes necessary to reevaluate our proper vision of culture, identity and auto-recognition in the context toward which we are coming back ours ateno' ' (Queiroz, 2007) With an ample attitude of patrimonial education the entrepreneur would contribute socially with the preservation of the memory of the identity of a city of a district through the cultural especificidade there existing. Given to the especificidade of the actions associates to the programs of Patrimonial Education, if it makes necessary to develop a set of activities that objectifies to insert the individuals in the recovery process and construction of the cultural memory. As Horta, Grunberg, Hunter (1999), Rasp (2003), the methodology of patrimonial education has its development in successive stages of perception, analysis and interpretativa understanding of these cultural expressions. .
