Acceso usuarios
Julia Vitar
Incluso cuando todo el mundo tiene una idea bastante asentada de a qué nos referimos al hablar de patrimonio y resulta muy fácil encontrar ejemplos, el patrimonio es un concepto muy difícil de definir: desde las diferencias en los marcos legislativos, hasta las contradicciones en su nomenclatura, pasando por las diferentes acepciones del propio término a lo largo de la historia. No es de extrañar que el patrimonio tenga también un difícil encaje académicamente. La importancia del patrimonio parece no reflejarse en la enseñanza actual, que reserva para él un espacio reducido en la programación. Apostando por una mayor presencia del patrimonio en el aula, el objetivo de este trabajo es explorar la viabilidad de un modelo educativo en el que la enseñanza del patrimonio esté presente de manera transversal englobando al resto de asignaturas durante todo el curso escolar.
Even though everyone has a fairly established idea of what we mean when we talk about heritage and it is very easy to find examples, heritage is a very difficult concept to define: from the differences in legislative frameworks to the contradictions in its nomenclature, through the different meanings of the term itself throughout history. It is not surprising that heritage also has a difficult fit academically. The importance of heritage does not seem to be reflected in current education, which reserves a small space for it in the programme. Putting faith a greater presence of heritage in the classroom, the goal of this essay is to explore the feasibility of an educational model in which the teaching of heritage is present in a transversal way, encompassing the rest of the subjects throughout the school year..s not surprising that heritage also has a difficult fit academically. The importance of heritage does not seem to be reflected in current education, which reserves a small space for it in the programme. Putting faith a greater presence of heritage in the classroom, the goal of this essay is to explore the feasibility of an educational model in which the teaching of heritage is present in a transversal way, encompassing the rest of the subjects throughout the school year..
