A research to approach and understand to heritage from the perspective of diversity
DOI:
https://doi.org/10.58265/pulso.5062Keywords:
Heritage Education, Diversity, Psychology, Research, Education ModelAbstract
Around 15% of the population according to the World Health Organization, have some kind of disability. Our social reality is complex, and social awareness of this issue in recent decades has had a huge impact on education, where difference and diversity leads to a necessary change in edu¬cational methods. The concern and the search for a social space and a comprehensive educa¬tional approach for all extends, beyond the formal environment, to the experiences of education in heritage spaces. This opening represents a diver¬sification of educational approaches to address individual differences in the pursuit of common objectives. One of the great challenges facing us from our research, therefore, is to generate equal¬ity on the possibility of linking heritage and people. Our research, doctoral thesis in the field of herit¬age education from the University of Valladolid, is characterized by addressing the learner from his/her psychological dimension and diversity, to design an educational model in order to generate equality in the ability linking heritage and people.
Downloads
References
Baudrillard, J. (1985). El sistema de los objetos. México: Editorial Siglo XXI.
Casanova, M. A. (2011). De la educación especial a la inclusión educativa. Estado de la cuestión y retos pendientes. Revista participación educativa, 18, 8-24. Recuperado de http://www.mecd.gob.es/revista-cee/pdf/n18-casanova-rodriguez.pdf
Fontal, O. (2003). La Educación Patrimonial. Teoría y práctica en el aula, el museo e internet. Gijón: Trea.
Fontal Merillas, O. (2004). Museos de arte y TICs: usos, tipologías, ejemplos y derivaciones. En: Vera Muñoz, M.I. y Pérez, D. (Coord.), Formación de la ciudadanía: las TICs y los nuevos problemas. Alicante: Asociación Universitaria de Profesores de Didáctica de las Ciencias Sociales.
Fontal, O. (2008). La importancia de la dimensión humana en la didáctica del patrimonio. En: Rusillo, M., La comunicación global del patrimonio cultural. Gijón: Trea, 79-110.
Hernández Cardona, F. (2004). Didáctica e interpretación del patrimonio”. En: Calaf, R. y Fontal, O., Comunicación educativa de patrimonio: referentes, modelos y ejemplos. Barcelona: Trea, 36-49.
Hernández Rojas, (1998). Paradigmas de la Psicología de la Educación. México: Paidós.
Morales, J. (2008). El sentido y metodología de la interpretación del patrimonio. En: Rusillo, S.M. (coord.). La comunicación global del patrimonio cultural. Gijón: Trea, 53-75.
Proyecto de I+D+i OEPE: Observatorio de Educación Patrimonial en España (Ref.EDU2009/09679), dirigido por la doctora Fontal desde la Universidad de Valladolid.
Risk, P. (1982). The interpretative talk. En: Sharpe (Ed.), Interpreting the environment. Londres: Wiley & Sons.
Tilden, F. (1957). La interpretación de nuestro patrimonio. Andalucía: AIP.
UNESCO, (1972). Convenio para la Protección del Patrimonio Mundial, Cultural y Natural.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Pulso. Revista de educación
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
This journal offers immediate open access to its content based on the idea that offering readers free access to research favours a global exchange of knowledge.
Papers are published in the electronic version of the journal under a Creative Commons License: Attribution-NonCommercial-No derivatives 4.0 International
Authors are allowed and encouraged to promote the post-print version (reviewed and accepted for publication version) of their work online before publishing them. This favours their earlier circulation and dissemination and thus a possible increase in their citation and reach among the academic community.
