A interculturalidade em Educação Patrimonial: desafios e contributos para o ensino de História

Pinto, Helena

doi:10.1590/0104-4060.48650

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…Educational research and innovation in teacher training: Heritage education and citizenship education H eritage has emerged as a key element in social sciences teaching (Feliú and Hernández-Cardona, 2011;Fontal and Ibáñez, 2017;Molina et al, 2016;Prats, 2011;Wang, 2019) as an objective, as content and an educational resource for the development of socially relevant competences in the formation of participatory and active citizenship (López-Facal et al, 2017;No et al, 2017). The concepts of heritage and heritage education have already been defined in many other works, under the premises of a holistic, systemic, symbolic-identity and social vision, where didactic proposals of a transdisciplinary, participatory and innovative nature prevail; in short, configured as an alternative to the predominant traditional didactic model in regulated education (Estepa, 2019).…”

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confidence: 99%

Teacher training in heritage education: good practices for citizenship education

López

Cáceres

Giménez

2021

Humanit Soc Sci Commun

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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.

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confidence: 99%

Teacher training in heritage education: good practices for citizenship education

López

Cáceres

Giménez

2021

Humanit Soc Sci Commun

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“…The rapid growth in Spanish universities of the field of social sciences teaching, both in terms of teaching and research in the last two decades has, without a doubt, contributed to the desire for a change in educational model (Miralles et al, 2011;Rodríguez et al, 2020). Indeed, research on the teaching of historical skills has proliferated in Spain (Domínguez, 2015;Jorge and Ramón, 2015;Carretero, 2019) and other countries, such as Portugal (Pinto, 2017;Gago, 2018;Solé and Barca, 2018), the United Kingdom (Chapman, 2011;Cooper, 2018), Canada (Seixas and Morton, 2013;Ercikan and Seixas, 2015), the United States (VanSledright, 2014;Wineburg, 2018) and throughout Ibero-America (Fronza, 2019). All of this has led to the formation of critical and reflexive people, who are so necessary in facing the changing and global reality of the 21st century.…”

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confidence: 99%

Approaches to History Teaching According to a Structural Equation Model

2022

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Approaches to the teaching and learning of history imply a series of changes and improvements which are adapted to the new epistemological and disciplinary contexts. This calls for a series of transformations in teaching approaches and methodological strategies in order to bring them more into line with the current model of history education. The purpose of this article is to analyse the validity of a questionnaire designed to identify the perceptions of in-service teachers regarding the teaching approaches they believe to be most appropriate for teaching history in primary and secondary/baccalaureate education in Spain. The research methodology employed was quantitative with a non-experimental design based on a Likert-type questionnaire. The sample is non-probabilistic and consists of 332 active teachers who teach history in primary and secondary/baccalaureate education in Spain. For the analysis of the data, a structural equation model was used based on exploratory and confirmatory factor analyses. The results indicate that the teachers surveyed identify three teaching approaches in accordance with the theoretical approach underlying the research. Specifically, a traditional approach based on the memorisation of content; an intermediate model in which there is interaction between teachers and students, through strategies such as discussion, and a third focused on students and the development of historical and critical thinking. These results have important implications for the initial and on-going training of teachers, especially in terms of content.

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“…De hecho, esta formación, según diferentes autores, deviene indispensable cuando, al hilo de las recientes investigaciones, se observa cómo los futuros docentes valoran el patrimonio cultural, pero revelan su desconocimiento sobre cómo incorporarlo al aula de Educación Primaria y, especialmente, sobre cómo vincular esos bienes culturales con los contenidos de las disciplinas de forma transversal (Chaparro y Felices, 2019). Por este motivo, resulta necesario que la formación de los futuros maestros y maestras se oriente a la comprensión holística del patrimonio y al uso del mismo con un papel activo en la enseñanza del medio social y cultural, no solo porque sea un contenido en sí mismo, sino también porque esto contribuye a afianzar uno de los objetivos finales de la enseñanza de las Ciencias Sociales: la construcción de una ciudadanía crítica (Pinto, 2017;Miralles, Gómez y Rodríguez, 2017; Pineda-Alfonso, De Alba-Fernández y Navarro-Medina, 2019).…”

Section: Introducción Y Estado De La Cuestiónunclassified

El patrimonio en las aulas. Un estudio en prospectiva con estudiantes del Grado en Educación Primaria

Sainz

Andrés

Fuente

2022

Contextos educativos

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Recientes investigaciones han puesto de manifiesto la amplia valoración que hace el profesorado en formación inicial y en activo del patrimonio como elemento clave para la enseñanza y el aprendizaje de las Ciencias Sociales. Sin embargo, en la actualidad, su presencia en las aulas sigue siendo escasa. En este estudio, indagamos en el uso que prevén hacer del mismo los futuros maestros y maestras de Educación Primaria, y en los recursos y estrategias que consideran más apropiados para ello. Desde un enfoque cuantitativo no experimental, hemos aplicado una encuesta al estudiantado participante (n=327), cuyos datos han sido analizados con el programa SPSS v.25.0. Los resultados revelan la importancia que otorgan al uso del patrimonio inmaterial y de recursos TIC, y muestran diferencias remarcables en cuanto a variables como el sexo o la formación recibida. Estas diferencias suscitan debate en cuanto a la actitud de hombres y mujeres hacia la integración de determinados recursos en las prácticas docentes y cómo la preparación previa recibida puede determinar las actitudes del alumnado del Grado. Como principal conclusión se subraya la necesidad de reforzar la formación inicial y continua que recibe el profesorado sobre el uso del patrimonio en los contextos educativos.

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A interculturalidade em Educação Patrimonial: desafios e contributos para o ensino de História

Cited by 6 publications

References 7 publications

Teacher training in heritage education: good practices for citizenship education

Teacher training in heritage education: good practices for citizenship education

Approaches to History Teaching According to a Structural Equation Model

El patrimonio en las aulas. Un estudio en prospectiva con estudiantes del Grado en Educación Primaria

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