La educación patrimonial : teoría y práctica para el aula, el museo e Internet / O. Fontal Merillas.

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Texto que enfatiza la importancia de sensibilizar a los estudiantes en la valoración y apreciación del patrimonio cultural, tanto en el espacio formal de la escuela, como en los contextos informales de los museos e Internet.

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    • " know the past and recreate collective memories. We rely on the concept of heritage education, considered as 'a teaching strategy that aims at promoting a long-term vision of what heritage means, so that it is preserved as a testimony for future generations' (Zabala, et al., 2006: 3 ). We also consider heritage education as a 'two-way' process (cf. Fontal Merillas, 2003) comprising: i) the intercommunication between 'academia' and the community from theoretical research; ii) the relation between community and its heritage. We view education as a key to gaining knowledge of the heritage of each community, so that it can be understood, respected, and cared for. From this phase of understanding how herita"

    No preview · Article · Feb 2015 · Public Archaeology
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    • "With respect to heritage, however, such studies are scarce and tend to be limited to the educational sphere, and particularly to traditional disciplines, as the predominantly Social Science oriented collection edited by Smith (2007) illustrates. There are few studies, too, from a comprehensive perspective (Lowenthal, 2005; Olwig, 2005), and fewer still which tackle methodological questions concerning heritage at primary and secondary levels (Bennet, Sandore, & Pianfetti, 2002; Fontal, 2003; González & Pagés, 2005; Hernández Cardona, 2003; Tutiaux-Guillon, 2003) or museums (Falk, 2004; Poria, Reichel, & Biran, 2006). An exception is Cuenca's (2004) study into the conceptions of trainee teachers, which conceptualises heritage in terms of a systemic, comprehensive and complex perspective. "
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    ABSTRACT: Some results from research into the role of heritage as learning and educational content in textbooks are described and analyzed. Textbooks' view of heritage, communication strategies and identity relations are examined. The work was done in the context of a national research project. Four publishing houses' social and natural science textbooks for grades one to six are examined. The selected publications are the textbooks most often used by schools. In addition, they have been adapted to suit the contexts of three different regions of the country, for cultural diversity reasons. Three observation grids are used to collect information, and a system of categories is used to analyze the data. The system is supported by several variables, indicators and descriptors structured according to a progression hypothesis with three levels, from low complexity to high complexity, which define the search criteria. One of the project's most controversial and at the same time most eye-opening findings is how textbooks address the concept of heritage and how they classify heritage into different types. Heritage is an abstract, complex concept in terms of content for primary education, but the various embodiments of heritage are concrete and approachable. One thing the project shows is that the primary school textbooks examined assign heritage a non-critical, simplistic, concrete role, a flimsy, grandiose role as a thing of recognized prestige. The didactic goal is merely academic. This detached approach eliminates heritage's potential to become a focus point where social and experimental sciences come together.
    Full-text · Article · May 2013 · Revista de Educación (Madrid)
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    • "With respect to heritage, various studies of subject disciplines are available, such as the collection edited by Smith (2007), with a large representation of the Social Sciences. Nevertheless, there are fewer studies from an integrative perspective (Lowenthal, 2005; Olwig, 2005), and fewer still those tackling methodological questions concerning heritage at primary and secondary levels (Bennet, Sandore, & Pianfetti, 2002; Fontal, 2003; Gonzaíez & Page´s, 2005; Herna´ndez Cardona, 2003; Tutiaux-Guillon, 2003). Of particular merit is the work of Cuenca (2004) into the conceptions of trainee teachers, in which heritage is conceptualised from a systemic, holistic and complex perspective, and which we follow in the present study. "
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    ABSTRACT: This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics–Chemistry, Biology–Geology and Geography–History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire, designed on the basis of categories that in turn were used for the analysis of the resulting data. The results show a high degree of homogeneity in pedagogic content knowledge, in contrast to the heterogeneity of the conceptions with respect to purely content knowledge.
    Full-text · Article · Nov 2008 · Teaching and Teacher Education
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