Cómo se conceptualiza el patrimonio en los libros de texto de Educación Primaria

Abstract

In this article we describe and analyze some results that coming from our research on heritage as a content of learning and education in textbooks, related to the vision of the heritage, communication strategies and identity relations. We develop this work in the context of a national research project. In this case, Environmental Knowledge textbooks from first to sixth year of primary education belonging to four publishing editorials, as well as more frequent use from three autonomous communities, in order to attend the cultural diversity. We have used three inquiry tools in order to obtain the information and one system of categories for analysis the data. This system has been supported to a several variables, indicators and describers. This system has been structured according to a hypothesis of progression with three levels, of minor to major complexity, which define our criteria of search. The reflection on the concept and typology of heritage in the textbooks has supposed one of the most controversial questions but at the same time more profitable of this research. This fact happens because of heritage is a scholarly content very abstract and complex but at the same time is nearby and specific in your diverse representation. Moreover this work shows the heritage with a simplistic, specific and no critical didactic role in the textbooks of Primary Education. The heritage is noted by their shortage, grandeur or recognized prestige. For these reason their didactic target is merely academic, so the heritage loses their potential of integration between the Social and Experimental Sciences.