Los procesos de patrimonialización y turistificación en la legitimación de paisajes desiguales / Heritage and tourism processes in the legitimization of unequal landscapes

Abstract

Artigo recebido em: 01/12/16 e aceito para publicação em: 15/09/2017 RESUMEN:Diversos autores han dado cuenta de cómo la lógica del desarrollo capitalista genera desigualdades socio-económicas que se expresan en el territorio, creando, legitimando y reproduciendo injusticias socio-espaciales. Estos procesos pueden ser consolidados desde las políticas patrimoniales y turísticas, las cuales seleccionan y jerarquizan un área, a través de medidas y discursos que justifican su preservación (y mercantilización). En este marco, interesa señalar la conformación y valorización de los centros históricos desde los mencionados procesos. Para ello, se propone examinar la ciudad de San Antonio de Areco, localizada en el partido homónimo, en la provincia de Buenos Aires (Argentina), a partir de la indagación de las implicaciones territoriales de dichos procesos, que configuraron al centro histórico como un paisaje de "privilegio". Palabras claves: Patrimonio; Turismo; Paisaje de Privilegio; Centro histórico. ABSTRACT:Several authors have pointed out how the logic of capitalist development generates socio-economic inequalities, which are embodied in the territory. It creates, legitimates and reproduces socio-spatial injustices; which can be consolidated by heritage valorization and tourist commodification processes. Both select and prioritize an area through actions and speeches that justify its preservation. In this context, we consider the identification of the historic centres from those processes. To this end, we propose to examine San Antonio de Areco city, located in the homonymous district in the province of Buenos Aires (Argentina). We are interested in analyzing the territorial implications of these processes that enables the legitimation of the historic centre as a landscape of "privilege".

The Status of Didactic Models for Heritage Education: A Systematic Review

“…Heritage education aims to create a symbolic appropriation between the subject and the heritage object through the process of heritagization, which consists of eight stages: knowing, understanding, respecting, valuing, sensitizing, caring, enjoying, and transmitting the heritage legacy [12,25]. This complex process is achieved through a network system that involves the active participation of various actors, promoting values, interests, and meanings that ensure the preservation of heritage [26,27].…”