RT info:eu-repo/semantics/article
T1 Dealing with heritage as curricular content in Spain’s Primary Education
A1 Martínez Rodríguez, Marta
A1 Fontal Merillas, Olaia
K1 Arte - Estudio y enseñanza
K1 Patrimonio histórico - Estudio y enseñanza
K1 Educación Primaria
K1 Programas de estudios
K1 Curriculum Studies
K1 Docentes - Formación
K1 Teaching and Teacher Education
K1 Enseñanza primaria - España - Planificación
K1 5312.04 Educación
AB 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.
PB John Wiley & Sons
SN 0958-5176
YR 2020
FD 2020
LK https://uvadoc.uva.es/handle/10324/54891
UL https://uvadoc.uva.es/handle/10324/54891
LA eng
NO The Curriculum Journal, 2020, Vol. 31, Nº. 1, págs 77-96
NO Producción Científica
DS UVaDOC
RD 07-ago-2024