Resumen: Posiblemente el turismo es una de las pocas actividades humanas que encierra la ambivalencia de ser a la vez, negocio y ocio. Habitualmente, es analizado en la primera perspectiva como sector productivo y en pocas ocasiones se hace referencia a este concepto desde el punto de vista del ocio. Menos aun, se ahonda en la idea de que por ser una actividad de ocio tiene una dimensión educativa. Por ello, y desde esa reflexión pedagógica, se plantea este artículo, como una aproximación conceptual a la experiencia educativa para el turista, para el profesional anfitrión y para la comunidad de recepción que encierra una modalidad concreta del turismo, la cultural.Palabras clave: turismo, patrimonio cultural, ocio creativo, educación, desarrollo local.Abstract: Tourism is probably one of the fewest human activities that include together both meanings: otium and negotium; thus it is related to leisure and productivity at the same time. Normally, it is analysed and studied as a productive object but in very few occasions it is mentioned as a leisure experience. And less, indeed, is said about the fact that tourism contains an educational dimension because of its consideration as a leisure experience. From this pedagogical point of view, the present article pretends to introduce a conceptual explanation about the educational experience that, specially, cultural tourism means for all the people involved in it: the visitor; the host professional; and finally, the community that welcomes the tourists. O turismo cultural como uma experiência educativa de lazerResumo: Possivelmente o turismo é uma das poucas atividades humanas que incorpora a ambivalência de ser, ao mesmo tempo, negócio e lazer. Habitualmente, é analisado na primeira perspectiva como um setor produtivo, e raramente são feitas referencias a este conceito a partir do ponto de vista do lazer. Menos ainda, se investiga a ideia de que por ser uma atividade de lazer, tem uma dimensão Polis, Revista de la Universidad Bolivariana, Volumen 9, Nº 26, 2010, p. 85-108
ABSTRACT. En 2004, la ONU conmemoro´el An˜o Internacional de la Familia. Es nuestro intere´s tratar aquı´un aspecto de la educacio´n con frecuencia inescuchado (la educacio´n este´tica) en un a´mbito educativo primordial como es la familia, y a menudo tambie´n pasado por alto o dado por supuesto, centra´ndonos especialmente en la experiencia del cine como colaboradora de la educacio´n este´tica. Resaltamos la relevancia del estilo familiar de vida, los ha´bitos elementales de higiene, vestimenta y alimentacio´n, el uso de juguetes, la decoracio´n y, especialmente, el trato en las relaciones humanas: gestos, usos del habla en las conversaciones, etc.Todo ello colabora a poner en juego el cultivo de los sentidos externos: tacto, olfato, gusto, oı´do y vista, ası´como los internos: imaginacio´n, memoria, experiencia de la vida. Y constituye una excelente preparacio´n para la educacio´n afectiva, moral, intelectual y social de los nin˜os y las nin˜as.Una concrecio´n pedago´gica de la educacio´n este´tica en la familia la constituye el cine. É ste requiere especialmente el acompan˜amiento de padres y educadores durante los primeros an˜os para extraer la virtualidad educativa que el cine encierra.La estructura del texto respondera´, por tanto, a tres apartados: 1. La educacio´n este´tica en el desarrollo de la personalidad humana. 2. La familia como a´mbito educativo en la esfera de lo este´tico. 3. Una concrecio´n de la educacio´n este´tica: el cine.ABSTRACT. In 2004 the United Nations was conmemorating the tenth anniversary of the International Year of the Family. On this occasion, it was fitting to consider an aspect of education which can be developed in the family, but hardly receives much attention in that context. We refer to aesthetic education. The scope of this education is diverse: family life style, personal hygiene, manner of dressing, care in the use of material things, decorum. The latter includes the gestures and manner of speaking as one interacts with others. Aesthetic education involves the proper cultivation of the external senses -touch, smell, taste, hearing and sight -and the internal senses such as the imagination, memory and life experience. The achievements in aesthetic education redound to the other spheres of education: emotional, moral, intellectual and social.By way of an example, the use of movies as a means to promote aesthetic education in the family is explained. To draw out the maximum educational potential of this medium, the active involvement of parents especially during the child's early developmental stage is indispensable.The paper is divided into three parts:
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