El patrimonio en la didáctica de las ciencias socialesanálisis de concepciones, dificultades y obstáculos para su integración en la enseñanza obligatoria

Abstract

The investigation presented in this thesis starts from a double theoretical framework: teacher�s professional knowledge analysis and epistemological review of heritage conception from specific bibliography and legislation. With both studies we can determinate a heritage education theory, elaborating a progress hypothesis in three levels about teacher�s professional development, in relation to heritage pedagogical content knowledge. The third level, in this progress hypothesis, puts forward and integral, symbolic conceptions about heritage that can be used as a representative sign of societies through times and critical educational perspective. In this theoretical framework we have designed several analysis instruments (observation tables and questionnaires) and a categories system (composed of descriptors, indicators and variables) to investigate progress, integrating qualitative and quantitative methods from documentary and statistical studies. This research report proposes three scopes in the analysis of Heritage and its teaching. The first one deals with the conceptions immersed in the National Curriculum to Elementary and Secondary School, the second analysis conceptions in handbook and, finally, we study students teachers conceptions. It allows us to reach two conclusions. First of all we characterize the usual heritage pedagogical content knowledge in comparison with the third level in the progress hypothesis. And second, we know several obstacles that we should take into account when planning a desirable education which includes issues on heritage.