Neves Manuel

"Resumo Curto
Ao avaliar as estratégias desenvolvidas para apropriar política, patrimonial e culturalmente Viriato em esferas locais tais como Viseu e Folgosinho, tenciono evidenciar o percurso identitário de comunidades submetidas a realidades e exigências diferentes que partilham uma mesma vontade apropriativa.
Resumo Longo
Numa perspectiva de ideologia política Viriato foi gradual e cumulativamente apropriado de forma a integrar os valores culturais de Portugal. Desde o século XVI, e através de processos de instrumentalização identitária e ideológica complexos, o herói antigo é assim transformado em referente dos valores do país, sem que para isso seja identificado claramente um espaço especifico que o represente. Só mais tarde, fruto das políticas de valorização ideológica originadas pelo Estado Novo, emergiram em Viseu e em Folgosinho, duas vontades destintas na forma bem que idênticas no fundo, de inscrever o herói antigo a nível local. Se Viriato já havia sido circunscrito à região da Serra da Estrela, dando legitimidade a Folgosinho na sua escolha, difícil de dizer o mesmo relativamente a Viseu.
Esta análise propõem-se tratar de forma comparada dois processos locais de mobilização patrimonial de um herói até aí de cariz nacional. Por intermédio de politicas territoriais de redefinição do espaço urbano, o património material dedicado a Viriato espelha uma variedade de jogos complexos entre memórias identitárias e tradições inventadas. Políticas essas que, ora pioneiras ora mensageiras da comunidade que representam, contrastam nas formas de identificação com o herói. Estátuas, monumentos históricos, escolhas toponímicas de comércios, escolas, espaços urbanos, Viriato apresenta-se como o representante de culturas locais bem distintas que partilham um mesmo fundador atribuindo-lhe lendas diferentes mas nem por isso contraditórias. Fugindo portanto à perspectiva nacional, o herói é assim investido em novos contextos espaciais tornando-o um elemento integro e hereditário da comunidade.
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Viriathe marqua l’histoire de l’Antiquité en tant que guerrier  lusitanien  qui s’insurgea contre l’invasion romaine en Hispanie. Ses exploits militaires, au IIe siècle avant notre ère, le font entrer dans la galerie des grandes figures de son temps. Gloire qui lui valu d’être instrumentalisé durablement en fonction des besoins idéologiques et identitaires du Portugal.

Or le petit village de Folgosinho, situé dans la zone montagneuse de l’intérieur du pays qui est depuis l’Antiquité associée à Viriathe, s’invente une tradition dont il est le fer de lance. La mise en place de nouveaux monuments à l’image de Viriathe légitiment et plébiscitent cette tradition et l’enracinent chaque jour un peu plus dans la mémoire collective. Néo-tradition et patrimonialisation s’y donnent ainsi la main et se justifient mutuellement dans un village riche de bricolages identitaires.

In general terms, Viriathus, Vercingétorix and Boudicca were represented as warriors who confronted the Roman invasions in Europe between the second century B.C. and the first century A.D.. These mythical-historical figures became icons on several different accounts, both national and local. Portugal, France and England integrated and promoted their image as dignified ancestors. Since education became a major contributor to citizenship identity and nation building, it seems interesting to follow these three heroes on their journey through educational programmes, from the patriotic beginnings until nowadays. This task requires a brief historiography of national educative strategies that proposes an original and appropriative lecture of history. The purpose of this first epistemological approach is that it allows us to understand the contemporary educational priorities and choices concerning these heroic figures. Thanks to a comparative analysis, it becomes possible to expose, understand and connect pedagogic options on transmitting the ancient hero. Influences, controversies, methods, trends, naturally emerge from this methodological perspective. Comparing and confronting periods, ideologies, educational curriculums, textbooks structures and speeches, this study seeks a complete understanding of the role played by ancient heroes in transmitting collective identities. With the emergence of school programs over the last century, the predominant patriotic way of understanding the nation building creates homogeneous yet different ideological educational knowledge. These three heroes face sentimentalist versions of their lives, were children are invited to feel empathic with their sufferings as their sacrifice ennobles the nation. Furthermore, the
succession of military conflicts increases patriotic revenging history in national curriculum. Later on, official textbooks were criticized for the devastating effects of their propaganda and exaggerated idealization, especially after the Second World War From this historic approach it seems clear that Viriathus, Vercingétorix and Boudicca, were confronted with an emerging new methodology that sought to banish all patriotic history. Since they are a product of national identity, their existence as educational characters was therefore compromised. Moreover, with new European and local realities each country faces identity changes. Contemporary textbooks are the result of this citizenship changing process, and yet these three heroes are still present. How to explain it, if not by confronting curriculums and textbooks that are given today in schools. The surprising results show that the pride of being the descendant of ancient heroes that fought long ago for the same land that we stand on, still have an important place in schools. Yet, hypocritically, official history presents itself as objective, humanist and pluralist. Ambitious and very embracing, this history loses vitality when it comes to transmitting identity and citizenship. However, with the effects of globalization, do we need historic identity? For further purpose, and in order to answer these doubts, it would be important to interview both teachers and students. The intentions and choices when transmitting ancient heroes will emerge from the first. The perceptions and accommodations when receiving these heroes would then emerge from the second. Both accounts act as individual filters for history on an individual identity basis. Nevertheless, brought together, they form the actual collective identity in its relationship with ancient heroes.

Viriathe marqua l’histoire de l’Antiquité en tant que guerrier lusitanien qui
s’insurgea contre l’invasion romaine en Hispanie. Ses exploits militaires, au IIe siècle avant notre ère, le font entrer dans la galerie des grandes figures de son temps. Gloire qui lui valu d’être instrumentalisé durablement en fonction des besoins idéologiques et identitaires du Portugal. Or le petit village de Folgosinho, situé dans la zone montagneuse de l’intérieur du pays qui est depuis l’Antiquité associée à Viriathe, s’invente une tradition dont le héros est le fer de lance. La mise en place de nouveaux monuments à l’image de Viriathe légitiment et plébiscitent cette tradition et l’enracinent chaque jour un peu plus dans la mémoire collective. Néo-tradition et patrimonialisation s’y donnent ainsi la main et se justifient mutuellement dans un village riche de bricolages identitaires.