(electrónico)Resumen: La Educación Patrimonial es una constante en el currículum de Educación Primaria, quedando recogida en las tres últimas leyes educativas españolas. Tanto el concepto de cultura como de patrimonio cultural ha cambiado sustancialmente en los últimos años, cambios que se reflejan tanto en las leyes patrimoniales como en las leyes educativas. El objetivo principal de este trabajo es analizar la educación patrimonial en los manuales escolares de las distintas leyes, valorar si refleja los cambios en el significado del concepto y está acorde con su carga simbólica e identitaria. Para ello, revisamos los manuales escolares de Conocimiento del Medio y de Ciencias Sociales de Educación Primaria, con el fin de determinar qué entienden por patrimonio cultural, cómo lo trabajan y para qué.Palabras clave: Patrimonio cultural, educación patrimonial, Educación Primaria, libros de texto, legislación educacional.Abstract: Cultural Heritage is a constant in the curriculum of Primary Education, being collected in the last three Spanish education laws. Both the concept of culture as cultural heritage has changed substantially in recent years, changes that are reflected both the heritage laws and education laws. The main objective of this work is to analyze the heritage education in school textbooks of different laws, assessing whether it reflects changes in the meaning of the concept and is in keeping with its symbolic and identity load. El concepto de patrimonio cultural en la legislaciónEl concepto de patrimonio cultural ha cambiado desde que, en la Convención de la UNESCO de 1972, se establecieron las bases para integrar en esta definición no solo lo monumental y artístico, sino todos aquellos elementos o bienes que vinculan a la gente con su historia y con su propia identidad. Aunque este documento valoraba los bienes integrantes del patrimonio intangible -ritos y creencias, tradiciones y fiestas, músicas y canciones, etc.-, no será hasta 2003, cuando se apruebe la Convención para la Salvaguardia del Patrimonio Cultural Inmaterial. España ratifico esta Convención en 2006, aunque ha sido muy recientemente, 27 de mayo de 2015, cuando se publica una ley para el reconocimiento y salvaguarda de los bienes intangibles.El concepto de patrimonio cultural ha seguido un ininterrumpido proceso de ampliación a lo largo del último siglo. De lo artístico e histórico y de lo monumental, como valores y tipologías centrales, ha pasado a incorporar otros elementos que manifiestan una nueva noción ampliada de la cultura. Responde ésta a una concepción derivada de la teorización científica de la etnología y la antropología, a la que se asocia un incremento de la conciencia social acerca de estas otras expresiones y manifestaciones de la cultura. Este proceso se podría sintetizar ahora en la propuesta doctrinal del tránsito de los «bienes cosa» a los «bienes actividad» o, dicho en términos más actuales, de los bienes materiales a los bienes inmateriales 1 .No obstante, hay que indicar que, con anterioridad a esta Ley, la mayo...
Dehesas constitute one of the most relevant and traditional landscapes of the Extremadura region. However, the supremacy given to the economic–productive functionality of agricultural territories over environmental and cultural sustainability leads to the devaluation and neglect of the heritage manifestations of the rural world. Based on this premise, this study aimed to understand the current situation of some of the traditional trades of the Extremadura pasture, assessing the benefits of their conservation and determining the possible threats that hinder their preservation. In addition, it sought to articulate a proposal for solutions aimed at safeguarding them. To this end, the Delphi method was used, and 20 experts were interviewed in depth, mainly cork and charcoal extractors. The results corroborate the existence of various problems faced by the traditional trades, which compromise the conservation of the identity of the rural population and the sustainability of the dehesa. To mitigate these tensions, it was concluded that there is a need to disseminate the heritage of the dehesa through educational and agrotourism experiences to promote an increase in tourist awareness, revalue ancestral knowledge, and contribute to the conservation of intangible assets.
Tourist activity offers numerous possibilities for socioeconomic growth while promoting the dissemination, recognition, and appreciation of heritage. Nevertheless, tourism based on a mercantilist approach, oriented mainly towards the maximization of economic benefits and the massive attraction of visitors, can pose a threat to the conservation and integrity of heritage assets. In this panorama of vulnerability, heritage education stands as a primary strategy to resolve the tensions between heritage and tourism. Based on this premise, research aimed at stimulating tourism activity committed to education and sustainability is presented. Said study is framed in three counties of the region of Extremadura, selected for being great centers of tourist attraction: the Monfragüe National Park, the Villuercas-Ibores-Jara Geopark, and the monumental city of Trujillo. The results reveal that introducing educational principles is decisive in improving the value and competitiveness of tourist destinations and contributing to regional development. Despite this, the approaches of heritage education are not yet sufficiently integrated into tourism plans, which distances the territories from sustainability.
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