Procesos de patrimonialización en el Concejo de Las Regueras (Asturias, España). Diagnóstico y conclusiones preliminares.

Suárez, Miguel Ángel Suárez; Berciano, Sué Gutiérrez; Masachs, Roser Calaf

doi:10.12795/ie.2020.i101.06

Cited by 1 publication

(1 citation statement)

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“…Heritage is conditioned by regulations, administration, or economy [6], which tend to highlight its touristic and cultural value [7,8] following the ideas put forward by experts in archaeology or architecture [9]. Thus, there is a predominance understanding of heritage in its material form as opposed to the immaterial by appreciating its innate essence or its aesthetic characteristics over the meanings that the population assigns to it, in what Smith refers to as authorized heritage discourse [10].…”

Section: Introduction 1what Is Heritage?mentioning

confidence: 99%

Local History and the Development of Heritage Bonds: A Primary Education Intervention

I’Anson Gutiérrez,

Suárez Suárez,

Calaf Masachs

2023

Heritage

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The Roman Baths of Valduno (Spain) possess significant educational potential, as recognized by visitors in a previous study, even though the facilities have not been maintained properly or have not been given enough publicity , which has resulted in their neglect. Through participation in a school project, a specific intervention is planned, following the ideas of community archaeology, regarding the study and dissemination of the Baths by following the ideas of community archaeology throughout. This study aims to analyse the impact this intervention has on 16 students regarding their knowledge of heritage and the bonds forged and reinforced concerning the site, as well as to identify the difference in historical knowledge acquired after a classroom explanation of the Baths and an open guided tour focused on the interests of the students. A case study was designed following the educational ethnography method, as it facilitates daily attendance as well as close observation of the case in question. The instruments developed (a register for participant observation and a semi-structured interview) reveal that symbolic appropriation of the site occurs as interaction and related knowledge increase. Furthermore, open guided tours facilitate greater significant learning in contrast to a classroom explanation on a heritage site. Educational experiences that embrace experimental, transdisciplinary, and participative methodologies contribute to a holistic understanding of heritage.

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