Educación patrimonial en facao, Mato Grosso: una propuesta sobre patrimonio, identidad, educación y desarrollo local

Aracena, Roberto Hernández; Pereira, Ione A. Castilho

doi:10.1590/s1518-70122006000200003

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“…Local history (Fine-Meyer, 2014) and social memory play a key role (Pinto, 2011). Using documents and memories, the pupils investigate many material and immaterial remains as a link to approaching aspects such as landscape, identity and heritage (Feliu-Torruellas and Hernández Cardona, 2020;Hernández and Castilho, 2006;Pinto and Zarbato, 2017). A "new localism" is proposed (Gruenewald and Smith, 2008) with the aim of promoting the ethics of caring for the environment as a social improvement (Chinnery, 2013), whilst making more explicit connections between globalisation, capitalism, economic exploitation and cultural oppression (McInerney et al, 2011).…”

Section: A Methodological Model For Landscape and Sustainabilitymentioning

confidence: 99%

Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)

Riveiro-Rodríguez

Domínguez-Almansa

Facal

et al. 2021

Humanit Soc Sci Commun

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This paper analyses what occurs when in-service secondary teachers face a new subject, Landscape and Sustainability. Recently implemented in Galicia (NW Spain), this subject has no strong curricular constrictions. It is opened to diverse contents that can be integrated into Social Sciences. It promotes an environmental, social and critical consciousness. The hypothesis was that teachers may present deficiencies when approaching a subject which, due to its characteristics, requires training extending beyond disciplinary knowledge, thus impeding better performance and a greater degree of learning among pupils. The study was organised in three axes: (a) observation of the teaching and learning process in schools (n = 3); (b) teacher’s conceptions (n = 38) on the subject, its context and their pupils’ learning; and (c) pupils’ reflections (n = 70) derived from their learning process. The objectives were: (1) to elaborate a theoretical substantiation for the subject and, in accordance with it, making a critical analysis of the practices observed; (2) to analyse how teachers conceive the subject; and (3) to analyse the pupils’ reflections regarding the experience and to what extent they acquire social, civic and/or academic skills. The methodology was qualitative, using in the data analysis a quantitative perspective too. The instruments used were the participant observation, interviews, a closed questionnaire and a semi-opened questionnaire. The results are presented in a descriptive-interpretative way, but also quantitative. It can be advanced that teachers designed the subject in line with Place-Based Education and Heritage Education, but the lack of specific training in those theories ends up blurring their holistic approach in the nearby places. Teachers show similar conceptions about the subject and its teaching process. And the majority of students value positively the methodology used in the initiatives and acquire a socio-critical consciousness.

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Section: A Methodological Model For Landscape and Sustainabilitymentioning

confidence: 99%

Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)

Riveiro-Rodríguez

Domínguez-Almansa

Facal

et al. 2021

Humanit Soc Sci Commun

View full text Add to dashboard Cite

show abstract

Educación patrimonial en facao, Mato Grosso: una propuesta sobre patrimonio, identidad, educación y desarrollo local

Abstract: desarrollo local para las comunidades rurales del Brasil que se base en una estrecha vinculación entre el Patrimonio Cultural y la Identidad local, potenciada por un proceso educativo pertinente que reconozca las particularidades de cada realidad rural en un contexto global.

Cited by 1 publication

References 0 publications

Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)

Place-Based Education and Heritage Education in in-service teacher training: research on teaching practices in secondary schools in Galicia (NW Spain)

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