Construcción del sujeto complejo a partir de una nueva didáctica de las ciencias sociales en un contexto con vulnerabilidad social. Un análisis desde la educación patrimonial

  1. Romero Villadóniga, Juan Carlos
Supervised by:
  1. Jesús Estepa Giménez Director
  2. Miriam José Martín Cáceres Director

Defence university: Universidad de Huelva

Fecha de defensa: 29 June 2023

Type: Thesis


The current PhD thesis aims at developing a case study on the capacities offered by the gastronomic heritage in order to encourage and build resilience in the students under risk of social exclusion. To this end, resources from new information and communication technologies have been incorporated into the didactic strategies, since they are easily accessible to students, as well as characterized by their proximity and suitability at the time of implementing the experience during the syndemic. More specifically, the research is focused mainly on the teaching and learning of the intangible World Heritage on the basis of Edgar Morin’s paradigm of complexity through the design of a metacomplex classroom model. For this purpose, the teacher has worked with 3rd year of CSE students by adopting a dual role as researcher and researched through an anthropological approach focused on the action at the only secondary school located in the province of Huelva that has been considered as an educational centre for at-risk students due both to social deprivation and vulnerability among them. A case study was the research method used to obtain an in-depth appreciation of the issue by considering the implementation of the methodological guidelines based on service-learning since the focus is on the relevance of educational strategies aimed at developing good practice both in and out of class. The objectives set have emerged from an initial question which constitutes the vertebral axis of the whole research process carried out. Hence, the thematic thread is focused on the 2020 syndemic, as well as on the capabilities offered by the close heritage as a potential resource to generate resilience within communities and individuals. In this way, the actions taken attempted to make students aware of their own capacity both to generate opportunities and be useful as a tool in the fight against the syndemic, according to their multiple dimensions. The research was conducted through a methodological strategy which develops the phenomenographic approach to obtain data on the basis of Edgar Morin’s paradigm of complexity. This allowed subsequently to delineate some peculiarities through the interaction of contextual indicators so that the provision of data is varied in order to define different social imaginaries throughout the implementation of the didactic unit carefully designed beforehand. Both the specific features of the context and the students’ characteristics have conditioned a more accurate sequencing in the development of the activities proposed in order to connect with their centres of interest and encourage them to make learning a priority. The qualitative and quantitative management of the collected data through the different tools designed and analysed according to a category table provide satisfactory results. Therefore, it can inferred that close heritage constitutes not only a resource that can be used within and outside the classroom, but it is also a part of the different actors involved in the educational scene by bringing closer social imaginaries. However, concrete actions are needed to add value to heritage assets. Particularly, the knowledge of the relevance of the natural and cultural heritage or more specific dimensions, such as gastronomy, fosters communication among individuals by building confidence. Therefore, it is necessary to advocate for an educational model in which heritage is enhanced in order to make it closer and useful for the students by focusing on interdisciplinarity.