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Análisis del patrimonio presente en los libros de texto : obstáculos, dificultades y propuestas

2011; Ministry of Education, Culture and Sport; Issue: 355 Linguagem: Inglês

10.4438/1988-592x-re-2011-355-037

0034-8082

Jesús Estepa Giménez, Mario Ferreras-Listán, Inmaculada López Cruz, Hortensia Morón-Monge,

Archaeology and Cultural Heritage

espanolCon este articulo pretendemos describir y analizar algunos de los obstaculos y dificultades que pueden encontrarse en una investigacion acerca del papel del patrimonio como contenido de ensenanza y aprendizaje en los libros de texto, asi como las decisiones tomadas para su resolucion. El contexto en el que se desarrolla este trabajo constituye la primera fase de un proyecto de I+D+i aprobado en la convocatoria de 2008 del Plan Nacional de Investigacion, y que lleva por titulo El patrimonio y su ensenanza: analisis de recursos y materiales para una propuesta integrada de Educacion Patrimonial. Los obstaculos encontrados estan relacionados tanto con los diversos instrumentos de recogida y de analisis de la informacion (parrillas de observacion, sistema de categorias, etc.) como con las propias nociones del grupo investigador sobre el concepto y las tipologias del patrimonio. En primer lugar, se analizan las causas de tales dificultades para despues presentar las soluciones adoptadas en referencia tanto a la adaptacion de los instrumentos metodologicos como a los criterios para el analisis y recogida de datos. La reflexion del equipo sobre el concepto y la tipologia del patrimonio ha supuesto una de las cuestiones mas complejas y a la vez mas enriquecedoras de esta investigacion. Esto se debe a que el patrimonio constituye un contenido escolar abstracto y complejo, aunque cercano y concreto en sus diversas manifestaciones, puesto que forma parte de nuestra vida cotidiana y de nuestro entorno mas cercano. En este trabajo se pone de manifiesto como en las investigaciones de caracter educativo suele existir cierta distancia entre los presupuestos teoricos de partida y su aplicacion practica, por lo que surgen dificultades y obstaculos a los que es necesario hacer frente ajustando y adaptando, de forma consensuada, dichos presupuestos para la obtencion de resultados mas rigurosos. EnglishIn this article, some previous theories and theoretical positions on the presence of heritage in compulsory education textbooks are analyzed. In addition, the difficulties which have appeared before and during data collection and the decision-making processes are described. The context of this work is the first stage of an R&D&I project, which was approved in 2008 for the National Research Plan with the title Heritage and its teaching: an analysis of resources and materials for an integrated proposal for Heritage Education. For the development of this research, 112 Primary Education and ESO (Compulsory Secondary Education) textbooks were chosen on the following subjects: Knowledge of the Environment for Primary Education and Social Sciences, Nature Sciences and Physics and Chemistry for ESO. In order to have a significant sample for the comparative analyses, the books chosen are used in three different Spanish Autonomous Regions and are from four publishing companies with implantation in the whole country. The difficulties encountered are due not only to the different tools used to collect and analyze data (observation grids, categories system, etc.) but also the research group�s previous knowledge of the concept of heritage and its typology. First, we have analyzed the causes of these difficulties and, subsequently, the solutions adopted as regards both the adaptation of the methodological tools and the criteria for analysis and data collection are presented. The research team�s reflection on the concept of heritage and its typology has represented one of the most complex and enriching questions of this research. This is due to the fact that heritage as a study content is very abstract and complex although close at hand and concrete in its different manifestations, due to the fact that it forms part of our daily life and immediate environment. This work demonstrates the differences between the initial theoretical concepts and their later practical application in research into education and the appearance of difficulties and obstacles. To overcome these obstacles and obtain more accurate and relevant results, it is necessary to reach a consensus by adapting and combining previous knowledge, theoretical positions and new proposals