Proyecto de Innovación Educativa para educar en patrimonio en el ámbito de la Educación no formal a partir del entorno cercano

Marta Pedraza Rodríguez

doi:10.30827/unes.i12.24101

Authors

Marta Pedraza Rodríguez Profesora de Enseñanza Secundaria en el IES Pedro Antonio de Alarcón Guadix https://orcid.org/0000-0001-8099-5316

DOI:

https://doi.org/10.30827/unes.i12.24101

Keywords:

Heritage education, close environment, educational innovation, intangible heritage, cultural landscape

Abstract

Introduction: The environment close to Secondary Education students is a resource that offers numerous opportunities to educate in heritage. The National Education and Heritage Plan points out the need to carry out educational innovation projects based on solid didactic principles that favor the heritage process, understood not only as the analysis and study of heritage elements, but also as "the relationship of belonging, property and identity that is generated between certain goods and people”, being aware that without people there is no heritage. Curiously, the broadest activities in this sense are carried out in the field of non-formal education, of which all educational actions structured and regulated by the exercise of cultural competences of different types of institutions are part. In this communication we present a practice of educational innovation framed in the project "Living Heritage" under the title "Traditional games and science. What science hide traditional games? It has been carried out by students of the IES Pedro Antonio de Alarcón de Guadix in March 2021 in whose scenario it has been the cultural landscape of its nearby environment: the neighborhood of Las Cuevas de Guadix and it has been carried out in the cultural facility the Cave Museum Interpretation Center of the Guadix Caves.

Method: The methodology used has been "service learning". Methodological strategy that encourages students to acquire a series of knowledge, skills and abilities that enable them, from heritage education, to carry out the heritage process, consisting of a first phase that involves knowing, understanding, valuing and respecting heritage and a second of awareness in which enjoyment is present. the transmission and care of the cultural and natural heritage of their locality.

Results: The project has favored the relationship between the field of non-formal and formal education, collaborative work, as well as the integration of the integration of historical and ethnological research in the training and growth of students and students is a principle that comes to incorporate and enrich values and principles of critical citizenship.

Conclusions: With the implementation of this project and the activities carried out each year in conjunction with the Cueva Museo – Cuevas de Guadix Interpretation Center, heritage education has been given a boost in our educational community. We intend to involve students, teachers and institutions in order to raise awareness of the opportunities offered by the cultural landscape of the city of Guadix and for teachers to value it as a strength to promote the inclusion of local cultural heritage as an element. Managing to integrate the cultural landscape of this city as an essential element to educate in heritage and ensure that students understand, know and value the rich heritage of this city from the educational perspective favoring their identity and memory.

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