El patrimonio cultural en los recuerdos del alumnado al finalizar el bachillerato en españa: Educación e identidad patrimonial

Abstract

Heritage education has gained recognition, it has become an urgent task to educate and raise awareness about the values of heritage. An object of formal, non-formal, and informal education, it involves multiple specialties within social sciences (SSc). Identifying knowledge about cultural heritage held by students upon completing High School education is interesting because many teenagers, at the end of this stage, are active subjects who carry out heritage activities. An effective heritage education, through various socializing agents (teachers, family members, friends, media), can contribute to generate a cultural identity that favors developing responsible and sustainable activities concerning heritage, thus facilitating a valuable legacy to the coming generations. This article collects the contributions from 3 research projects conducted between 1980 and 2016. The samples of the 3 databases considered had as a preferential territorial framework the Region of Murcia, Spain. The individuals were selected according to territorial representation and academic outcomes. The instruments designed to obtain information were a questionnaire and a semi-structured recorded interview. For the period between 1980 and 2003 (first project), the use of heritage as an educational resource was scarce and there were appreciable differences after changing the Spanish General Law on Education (LGE) by the Spanish Organic Law on General Regulation of the Education System (LOGSE). For the period between 2009 and 2011 (second project), departures from/visits to heritage sites doubled. The analysis of data collected from the third project (2013-2016) shows that it is cultural heritage (tangible and immovable, above all), more than the natural one, which is present in the students’ memory.