Dealing with heritage as curricular content in Spain’s Primary Education

Abstract

Within the educational system, heritage‐related curriculum design and contents constitute a key factor in the sustainable preservation of heritage since only what is known and valued can be protected and preserved. Whether heritage education involves the inclusion of new materials in the curriculum, or the use of innovative approaches in handling heritage‐related contents that are already present in the several curricular areas in order to facilitate their teaching and promote heritage awareness, the fact remains that the curriculum itself becomes an important player. Our research aims at analysing the way heritage is approached in the 17 Decrees regulating the Primary Education curriculum in the Spanish territory. The results show that the methodological criterion used in the teaching‐learning of heritage is the sensitisation sequence: Knowing, Understanding, Respecting, Valuing, Sensitising, Taking Care, Transmitting, Heritagising and Identising. On the other hand, there are major differences across Spain’s regions regarding heritage awareness and curricular coverage: an issue that should be borne in mind in curriculum revision processes and in the design of academic programmes targeted at future teachers in order to secure the quality of heritage education.

Perceptions on the use of heritage to teach history in Secondary Education teachers in training

“…So, we wondered what particularity the Andalusian universities present with respect to Murcia. Recent studies Oriola, 2019;Martínez and Fontal, 2020) present the official curriculum of the Autonomous Community of Andalusia as one of the most developed normative texts in the field of heritage. Therefore, we propose as a hypothesis, for future comparisons, that this fact may be taken into consideration in the results, that is, that the presence of heritage in the development of the educational curriculum may have an influence on the perception that future teachers have of its use as a resource in the classroom.…”

Building Relationships between Museums and Schools: Reggio Emilia as a Bridge to Educate Children about Heritage

“…The importance of studying the arts and cultural heritage from the early years of education, especially in the context of experiential education, lies in the need to facilitate children's seeing the world with different eyes, exploring materials through their senses, experimenting with new techniques and learning about the world through a multisensory approach. Thus, having encounters with the arts, whether in the school atelier, in museums or in the streets and in public spaces, observing artworks, objects and places is important to help children improve their perceptual skills and nurture the pleasure of enjoying and creating art by bringing art and cultural heritage to children [30][31][32][33][34][35][36].…”

El patrimonio a través de la Educación Musical

“…A lo largo del documento los diferentes programas desarrollan líneas de actuación que presentan como eje transversal la educación enfocada a la sociedad. En este sentido, es fundamental trabajar hacia una gestión activa de la sociedad para concienciar sobre la fragilidad de esta tipología patrimonial y asegurar su reconocimiento, respeto y valorización (Ning, 2018). Además, cuando nos referimos a las manifestaciones musicales y sonoras, la falta de sistemas y métodos universales para la catalogación y la digitalización, unido a la abundancia de documentos audiovisuales y a la diversidad y rápida obsolescencia de los soportes juegan en nuestra contra (Caffo, 2014).…”