Education of citizens to understand, address and resolve current social and environmental issues calls for a new professional profile that is more reflective, investigative, and critical of the teaching staff and which modifies the predominant, more traditional teaching methodologies. For this reason, we consider it essential that future teachers responsible for all subjects in which heritage is a relevant educational component should have appropriate training in these key concepts, in relation to heritage, emotions, identities, citizenship, and the approach to relevant socio-environmental problems. The study developed here analyses different end-of-degree projects (undergraduate and master’s degrees) carried out by teachers in initial training for Primary and Secondary Education. In their training process, they have addressed different criteria that are considered key to carry out didactic proposals for citizenship education based on heritage, from the perspective of determining good practices in the teaching and learning processes of the social sciences. The approach of this research is characterized by a qualitative methodology, through a documentary study, in which the materials produced by teachers in initial training are examined by analytical categories of this study: Why teach about heritage? What is taught about heritage? How is it taught? What relations are established between emotional intelligence and heritage? What relationships are established between territorial intelligence and heritage? In this study, the importance of the connection between educational research and innovation processes for the training of teachers in the field of heritage education with respect to education for citizenship has been highlighted. The connections of heritage with citizenship education and the potential involved in working on emotional and territorial intelligence have been highlighted too. However, it has been evidenced that it is necessary to go much further into the implementation of the approach to territorial intelligence in which the citizenry should be involved through shared management of heritage.
Se parte de una perspectiva de la educación patrimonial de carácter interdisiciplinar, simbólica-identitaria, sociocrítica, constructivista y sistémica. El objetivo de la investigación consiste en detectar las buenas prácticas que se desarrollan en los centros educativos para trabajar el patrimonio en conexión con los centros patrimoniales. Se diseñan instrumentos de obtención de información (entrevistas y hojas de registro) y tablas de categorías para el análisis de los datos obtenidos. Con estos instrumentos se analizan las exposiciones y observaciones de experiencias educativas en centros patrimoniales de diversa tipología (históricos, artísticos, etnológicos, científicos y de la naturaleza) de los países que participan en la investigación (España, Portugal, Italia, Argentina, Chile y Estados Unidos). A partir de la información obtenida en este proceso, se determinan criterios básicos de buenas prácticas que permiten el diseño de propuestas educativas, su experimentación y evaluación en las que se interconectan las intervenciones didácticas en centros docentes y patrimoniales. Los resultados evidencian los aspectos clave para desarrollar propuestas de buenas prácticas en educación patrimonial, partiendo de las conexiones entre la conformación de la identidades, la educación emocional y la inteligencia territorial, para abordar la formación de una ciudadanía participativa, crítica y reflexiva en el alumando de enseñanza secundaria obligatoria.Palabras clave: Educación Patrimonial, Formación ciudadana, Identidad social, Inteligencia territorial, Educación emocional.
Se presenta una síntesis de la actividad de investigación del grupo EDIPaTRI, de la Universidad de Huelva. Los trabajos de investigación desarrollados por este grupo abordan el campo de la educación patrimonial, desde perspectivas interdisiciplinares, holísticas, simbólico-identitarias y sociocríticas. Tras indicar los antecedentes y contexto académico de este campo de investigación, se parte de la teoría de la comunicación como marco de referencia para la comprensión de los procesos de enseñanza y aprendizaje del patrimonio. Se presenta el instrumento básico de investigación, el sistema de categorías, marco analítico para los estudios de este grupo. Se muestran los resultados más significativos obtenidos dentro del ámbito de la educación formal y no formal. Estos estudios ponen de manifiesto que, aunque sigue existiendo una importante carga tradicionalista a la hora de trabajar con el patrimonio, cada vez hay más propuestas que plantean una comunicación patrimonial abierta, flexible, interactiva y dinámi- Abstract:a synthesis of the research activity of the group EDIPATRI (Universidad de Huelva) is presented. This group approaches the field of heritage education from interdisciplinary, holistic, symbolic-identity and social-criticism perspectives. after highlighting the background and academic context for this field of research, communication theory is the framework chosen to understand the processes of heritage teaching and learning. The category system is the basic research tool used by this research group. The most significant results obtained in formal and non-formal education are shown. Although there is still a traditional approach to heritage education, these studies show that there is an increasing number of proposals which advocate for an understanding of heritage as an open, flexible, interactive, and dynamic category. This implies a significant improvement in heritage education and a much brighter future for the discipline. Finally, some conclusions about different research fields are proposed. Some of them ca. Esto implica una importante mejora en la educación patrimonial y un futuro mucho más prometedor. Finalmente, se platean unas conclusiones que proponen líneas de investigación abiertas dentro de la educación patrimonial y que previsiblemente serán abordadas en un futuro, para la potenciación de lo que podríamos llamar una educomunicación patrimonial deseable. Palabras clave:Educación patrimonial; teoría de la comunicación; educación formal; educación no formal; identidad.will be worked in the future for the purpose of promoting an adequate heritage communication and education.
This article presents the outcomes and conclusions of a research work designed to determine and describe good inclusive practices for the development of heritage education in schools through museums in the city of Bologna. To this end, we applied a qualitative methodology through the study of four cases, four museums in the city of Bologna, selected for their good practices in educational programmes for schools. Instruments such as interviews, observation, and documentary analysis were used. The results emphasise a close school-museum relationship, with heritage as an agent that enhances people’s identity, a fundamental element in the citizenship development of Bolognese society, and a key aspect for the development of inclusive principles and the care of all people, although improvements in the processes and some limitations in the development of the programmes are perceived. The outcomes highlight the importance of school and museum relations and the development of an inclusive heritage education that advocates a holistic, integrative, and complex approach to heritage, as an essential element in the development of the individual and of society.
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