Patrimonios controversiales para la formación ecociudadana: un estudio de caso multifocal en Educación Infantil
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Abstract
La educación patrimonial constituye un marco idóneo para iniciar al alumnado de Educación Infantil en el conocimiento de su entorno natural, social y cultural, así como en las primeras formas de participación en su comunidad. El patrimonio, como elemento constitutivo de la identidad personal y colectiva, es un recurso con gran potencial educativo para evocar emociones, generar reflexiones y promover valores de equidad y justicia social y ecológica. Desde este enfoque, el análisis de los patrimonios controversiales, entendidos como manifestaciones patrimoniales que generan conflicto o debate o que perpetúan formas de discriminación y violencia, permite abordar las problemáticas socioambientales relevantes del contexto próximo y fomentar una ecociudadanía crítica y comprometida. A pesar de que son escasos los antecedentes que abordan el tratamiento educativo de los patrimonios controversiales en Educación Infantil, la presente tesis doctoral parte de la premisa de que introducir controversias patrimoniales desde edades tempranas puede contribuir a desarrollar las primeras formas de ecociudadanía. Con ello, surge la necesidad de delimitar qué contenidos abordar en torno a los patrimonios controversiales en esta etapa y cómo hacerlo. Con esta finalidad, se plantea un estudio de caso intrínseco multifocal centrado en el diseño, implementación y evaluación de una situación de aprendizaje en torno a los cabezos de Huelva, elementos interesados del patrimonio natural y cultural onubense. Para comprender en profundidad el caso, el estudio se articula en torno a cuatro focos principales: las concepciones previas del alumnado sobre el patrimonio, el diseño didáctico de la propuesta, el conocimiento especializado del profesorado que la implementa y los aprendizajes alcanzados por el alumnado tras su desarrollo. Estos focos se complementan con el análisis del Museo de Huelva.
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Heritage education provides an ideal framework for introducing Early childhood Education students to knowledge of their natural, social, and cultural environment, as well as to early forms of participation in their community. Heritage, as a constituent element of both personal and collective identity, holds great educational potential to evoke emotions, generate reflection, and promote values of equity and social and ecological justice. From this perspective, the analysis of controversial heritage, understood as heritage manifestations that provoke conflict or debate, or that perpetuate forms of discrimination and violence, offers a valuable opportunity to address relevant socio-environmental issues within the local context and to foster a critical and committed eco-citizenship. Despite its potential, there is a lack of studies addressing the educational treatment of controversial heritage in Early Childhood Education. This PhD thesis is based on the premise that introducing controversial heritage from an early age can contribute to the development of initial forms of eco-citizenship. Accordingly, it becomes necessary to define which contents should be addressed and how to do so at this educational stage. To that end, an intrinsic, multifocal case study is carried out, focusing on the design, implementation and evaluation of a learning situation about the cabezos of Huelva as interested heritage in the city. In order to understand the case in depth, the study is structured around four main focal points: the students’ prior conceptions of heritage, the didactic design of the learning experience, the specialized knowledge of the participating teachers, and the learning outcomes achieved by the students. These dimensions are complemented by the analysis of the Huelva Museum as an educational resource and a theoretical review of the literature on heritage, heritage education, controversial heritage, and eco-social education in Early Childhood Education. The data collection process made use of various techniques and tools, including a systematic observation grid, a semi-structured group interview, free and guided drawings, archival photographs used for debate, documentary and discourse analysis, student productions, and participant observation throughout the entire process. Additionally, second-order instrument, used to design the tools and analyse the data, were employed, such as an evaluation rubric, a system of categories, and the Social Sciences Teacher’s Specialised Knowledge model (SSTSK), developed within the EPITEC and EPITEC 2 projects and the MTSK-STSK-SSTK project. Broadly speaking, the results show that participating students expanded their concept of heritage, incorporating the cabezos into their repertoire of distinctive cultural and natural elements of their community. Moreover, the children developed a basic understanding of heritage conservation, recognizing the importance of caring for and protecting the cabezos. These advances appear to stem from the use of a variety of interdisciplinary resources and activities, such as visits to heritage sites, model-building of the cabezos, and the work on specialised children's literature. The educational experience, whose design and implementation demonstrated specialised teaching knowledge on heritage, local history, interdisciplinary connections in Social Sciences, and their teaching and learning, fostered students’ participation in their environment through civic actions advocating for the protection and conservation of the cabezos of Huelva.
Heritage education provides an ideal framework for introducing Early childhood Education students to knowledge of their natural, social, and cultural environment, as well as to early forms of participation in their community. Heritage, as a constituent element of both personal and collective identity, holds great educational potential to evoke emotions, generate reflection, and promote values of equity and social and ecological justice. From this perspective, the analysis of controversial heritage, understood as heritage manifestations that provoke conflict or debate, or that perpetuate forms of discrimination and violence, offers a valuable opportunity to address relevant socio-environmental issues within the local context and to foster a critical and committed eco-citizenship. Despite its potential, there is a lack of studies addressing the educational treatment of controversial heritage in Early Childhood Education. This PhD thesis is based on the premise that introducing controversial heritage from an early age can contribute to the development of initial forms of eco-citizenship. Accordingly, it becomes necessary to define which contents should be addressed and how to do so at this educational stage. To that end, an intrinsic, multifocal case study is carried out, focusing on the design, implementation and evaluation of a learning situation about the cabezos of Huelva as interested heritage in the city. In order to understand the case in depth, the study is structured around four main focal points: the students’ prior conceptions of heritage, the didactic design of the learning experience, the specialized knowledge of the participating teachers, and the learning outcomes achieved by the students. These dimensions are complemented by the analysis of the Huelva Museum as an educational resource and a theoretical review of the literature on heritage, heritage education, controversial heritage, and eco-social education in Early Childhood Education. The data collection process made use of various techniques and tools, including a systematic observation grid, a semi-structured group interview, free and guided drawings, archival photographs used for debate, documentary and discourse analysis, student productions, and participant observation throughout the entire process. Additionally, second-order instrument, used to design the tools and analyse the data, were employed, such as an evaluation rubric, a system of categories, and the Social Sciences Teacher’s Specialised Knowledge model (SSTSK), developed within the EPITEC and EPITEC 2 projects and the MTSK-STSK-SSTK project. Broadly speaking, the results show that participating students expanded their concept of heritage, incorporating the cabezos into their repertoire of distinctive cultural and natural elements of their community. Moreover, the children developed a basic understanding of heritage conservation, recognizing the importance of caring for and protecting the cabezos. These advances appear to stem from the use of a variety of interdisciplinary resources and activities, such as visits to heritage sites, model-building of the cabezos, and the work on specialised children's literature. The educational experience, whose design and implementation demonstrated specialised teaching knowledge on heritage, local history, interdisciplinary connections in Social Sciences, and their teaching and learning, fostered students’ participation in their environment through civic actions advocating for the protection and conservation of the cabezos of Huelva.