La educación patrimonial inmaterial: análisis del currículo y evaluación de programas

Abstract

Cultural heritage -and more particularly intangible cultural heritage-becomes specially relevant when it serves as a connecting link between the past and the present and generates feelings of social and cultural identity and belonging. Such potentialities are developed by means of heritage education, which creates bonds between people and heritage assets. This is why, within the framework of the educational system, curricular designs and contents related to intangible cultural heritage (ICH) play a key role in the latter's sustainable conservation, since only that which is known and valued becomes an object of protection and conservation. At the same time, we need to know and evaluate the large number of ICH-related cultural programmes that have been launched in recent years so as to build quality standards for future educational designs.The present dissertation's theoretical framework was shaped by a bibliometric analysis supported by the VOSviewer software and performed on publications indexed in the Web of Science, as well as the review of doctoral dissertations, institutional texts and both national and international projects. All of which points at the fact that ICH has emerged as a highly active line of research over the last few years within the discipline of heritage education, both at an academic level and as regards the development of educational programmes that need to be assessed by means of objective and properly calibrated evaluation instruments.The epistemological framework of this investigation, on the other hand, results from a compendium of publications equivalent to three studies whose common goal was to assess the nationwide state of heritage by means of a review of the curriculum and the course of study of prospective teachers, together with the appraisal of educational programmes by implementing the sequential method for the analysis and evaluation of heritage education programmes designed by Spain's Observatory of Heritage Education (SAEHEP-SHEO).Each of the three studies focuses on a different phase and all together they further the accomplishment of the general goal of our research. The first one analyses the educational curriculum in order to ascertain its coverage of heritage-related contents -as well as the approaches and working methodologies employed-, and further probes into the courses of study followed by prospective Primary Education teachers as regards heritage education. The second study analyses the approaches and categories in a sample of n=42 ICH programmes that were inventoried as part of the SHEO database, the ultimate goal being to establish quality standards for programme evaluation. The third item in the compendium of publications performs a descriptive statistical and relational analysis of a total of n=202 educational actions generated around ICH in the national territory so as to learn about their approaches and categories La Educación Patrimonial Inmaterial en el Currículo de Educación Primaria viii (program typology, educational scope, type of target audiences, lev...

Edu-Communication from Museums to Formal Education: Cases around Intangible Cultural Heritage and the Co-Creative Paradigm

“…Secondly, and as long as we aspire to a holistic treatment of heritage [51] which educationally addresses these phenomena as part of the same comprehensive and complex system, heritage education should encourage the recognition and valuation of ICH on a par with tangible cultural heritage, thus overcoming the unequal status that is typically assigned to it by educators and learners [52][53][54]. This means that the discipline should try to understand the specificities of ICH that provoke such a differentiated perception of heritage within the educational community and to promote didactic strategies aimed at the activation of bonds with the intangible [55].…”

Innovative Co-Creative Participatory Methodologies for a Dreamt-of Quality Education in Europe

“…It is equally important to integrate the concept of "sustainability justice" in education that would address issues like allocation of resources, unfair trade, environmental racism, economic exploitation, and many other issues that are at the intersection of economy, nature, and society. [15] From the democratic aspect, learning citizenship emphasizes the feeling of belonging to a community, developing personal autonomy and joint responsibility with a diverse group, and reaching social experiences, especially in regard to those who are disadvantaged [16,17].…”

Las dimensiones emocional y creativa en la educación patrimonial desde el ámbito de las CCSS. Evaluación de programas

“…La escala Q-Edutage (Fontal, García, Arias, y Arias, 2018) (Fontal y García, 2019), es una herramienta que ha intentado solventar este problema creando un instrumento de evaluación de programas breve y preciso. Desde su creación ha sido utilizada para la valoración de programas de educación patrimonial relacionados con diferentes ámbitos (Pablos, 2018;García, 2018;Martínez-Rodríguez, 2019;Sánchez, 2019). Nuestra investigación es la primera que se adentra en la estimación de programas de educación patrimonial que atienden a elementos patrimoniales y creativos.…”

“…No obstante el descanso teórico en la práctica, deja patente tras el análisis estadístico, que los programas actuales no presentan la calidad suficiente para ello. El diseño de programas no es lo bastante profundo y presenta varias limitaciones, lo que está en consonancia con otras investigaciones anteriores (Martínez-Rodríguez, 2019).…”

“…Al estudiar El Plan Nacional de Educación y Patrimonio y El Plan Nacional para la Salvaguarda del Patrimonio Cultural Inmaterial, encontramos que el patrimonio cultural inmaterial es el que más alusiones a emociones o sentimientos presenta. Esta tendencia la corrobora también la literatura científica, donde es más habitual la relación del patrimonio inmaterial con las emociones(Santacana y Llonch 2015;Mock, 2018;Martínez, 2019). Esta predisposición se fundamenta en el carácter marcadamente personal de este tipo de bien, donde muchos de los elementos que lo conforman hunden sus más profundas raíces en las tradiciones personales y sociales de cada comunidad.…”