La educación patrimonial como vínculo entre escuela y museoun estudio de caso para la formación de la ciudadanía en Ciencias Sociales de la ESO

  1. Mónica Trabajo Rite
Supervised by:
  1. José María Cuenca López Director

Defence university: Universidad de Huelva

Fecha de defensa: 21 July 2020

  1. Jesús Estepa Giménez Chair
  2. Alejandro Ibañez Echeverría Secretary
  3. Maria Helena Mendes Nabais Faria Pinto Committee member

Type: Thesis


Heritage is conceived as an element of social and cultural identity; a link between past and present. Heritage education creates bonds of identity between people and heritage assets, giving rise to feelings of belonging. For this reason, the inclusion of heritage education in formal education is of vital importance. To ensure the success of these proposals, the museum must be used as a context for knowledge building. The proposal presented here sets out from the link between school and museum in the design of a teaching unit on economic sectors, taking the heritage sector as its core. Heritage education and territorial intelligence are linked to the citizenship training of pupils in Compulsory Secondary Education (CSE). Starting with the theoretical framework, we describe those previous references that support this doctoral thesis. Legislation, research and benchmark experiences are taken into account, as well as programmes related to the implementation of heritage education projects in the national and international scope. The concept of territorial intelligence is defined, seeking experiences linking it with heritage in formal education. The last section focuses on the search for and definition of good practices in museums. The research consists of six publications that articulate the results of the different phases. The first theoretical article describes the connections between heritage education and territorial intelligence. Subsequently, two publications are presented on the analysis of two museums regarding good practices and their connections with schools. The third article describes the implementation of a heritage education programme in the school chosen for the case study. Finally, there are two articles on the outcomes achieved after the case study. A qualitative approach is followed under the guidelines of the interpretive/naturalistic paradigm. The researcher is configured as an observer, using data gathering methods and techniques such as the interview, questionnaires, observation grids, or non-participant and participant face-to-face observation, depending on the object of study. The information is analysed using a table of categories. As conclusions, the main points that respond to the research problem: How does a proposal for heritage education in social sciences in CSE, which links school and museum, favour the training of a critical and participatory citizenry, committed to their social, cultural and environmental surroundings, assuming the connotations of territorial intelligence in their activity as citizens? Are: a) Heritage is conceived as content in teaching; b) Heritage education promotes multidisciplinary knowledge that favours territorial intelligence, two concepts that feed back to the extent that it is not possible to study the territory without attending to heritage and vice versa; c) The patrimony of the Ecomuseum allows the study of economic sectors, focusing the proposal towards reflection on change, permanence and evolution in the use, context and social and cultural function of the observed heritage; d) The museum is conceived as an experiential learning space about heritage and its context, favouring the use of various resources; e) The heritage typology of the museum does not condition the didactic discourse; f) The museum must promote links with the school, put forward proposals in line with the curricular content and collaborate in the management of school outings with teachers; g) Educational methodologies, from the classroom and the museum, must be active, aimed at solving problems, based on day-to-day knowledge and the study of heritage as a symbol of social, cultural and natural identity; h) The school outing must take place in the central phase of the search and information proposal, as well as beginning and ending in the classroom, providing continuity to the contents; i) The participating role of the teacher during the trip is essential; j) The development of a heritage education proposal that involves the student encourages them to reflect on the evolution of the way of life of their community and the need for protection, conservation and management, promoting the formation of a global, socio-critical and participatory citizenry in its community and its heritage.