El paisaje en la Enseñanza Secundaria Obligatoriaanálisis de libros de texto y del curriculum oficial, el abordaje patrimonial

Abstract

This research focuses on the analysis of the landscape in the textbooks and in the official curriculum of secondary school (national and regional level), assessing in what way there is a patrimonial approach to the topic. Thus, we propose what is taught landscape, how the landscape is taught and for what is taught it. This process is based on Grounded Theory, which states that the results emerge, once collected and analyzed by the research methodology of Content Analysis applied at two levels: the first level of analysis focuses on knowing and assessing the external and formal structure of textbooks and as the official curriculum, from a quantitative point of view and considering some results of qualitative character; the second level is to know the meaning of the content, these results are qualitative. This analysis has allowed us to obtain a series of results and contributions that are articulated around three research subproblems formulated as questions: What is taught in textbook landscape and the official curriculum of secondary education?; For what the landscape is taught?; What are the relationships between landscape- textbook heritage and official curriculum?; How the landscape is taught in the textbook and the official curriculum of secondary education.?; How and what the landscape is assessed in textbooks and in the official curriculum of secondary education?. Regarding what to teach, we can say that both textbooks and in the official curriculum have the same conceptualization of landscape and same types. There is a clear distinction between the natural landscape and anthropic landscapes, there is no a designation and approach the landscape as Cultural Landscape except for Andalusian official curriculum. Regarding for what to teach, we note that the landscape is within blocks of the official curriculum content which develop issues Economic Activities and Natural Resources. The Landscape is used to explain the impact of economic activities in the Natural Environment. The natural landscape is related to protected areas, here it is usually detected an explicit patrimonial treatment. Therefore the landscape is the subject of study and analysis in these blocks and in certain sections of textbooks. It is also used as a methodological resource to explain and develop specific tasks and activities that are not always related to the nature of the phenomenon, but to learn about other issues, such as: environmental matters link to globalization or territorial disparities. The landscape is also used as a resource graph (illustration and image) used to display a different character theme. In relation to how to teach, we must note that those teaching units having the landscape as an object of study, they develop some activities related to the issue, however the purpose of the activities often involves a reproduction of the information contained in the preceding paragraphs. Together with previous findings this research develops a hypothesis progression for activities related to the landscape, serving as a tool for design and evaluation of activities for teachers, consisting of three levels: First Level. Criteria for Location-Enumeration and Identification: This is the first phase of approach to a problem posed from a descriptive point of view. Second Level. Criteria for Description Replication and Grouping of Information: this level allows to know, how is the research question, first individually and then as a group, creating categories and groups. Thirst Level. Criteria for interpreting: This level emphasizes reading and deeper phenomena studied the facts analysis, allows to know about the nature and function of the object studied.