Abstract
This article presents a proposal for the implementation of didactic itineraries in the Spanish curricula from the perspective of the cultural heritage. The teaching and learning of the cultural heritage can be approached through the use of an active and participative methodology such as didactic itineraries. It is essential to know the evolution of these in the Spanish curricula and to analyse the current legislation in educational matters in order to propose the programming of didactic itineraries from the current perspective. Based on these two main objectives, a qualitative analysis of the legislation has been carried out through a search for key words that denote the presence of educational pathways in educational programmes. On the other hand, a detailed description of how didactic pathways should be planned has been carried out. It has been exposed the different parts which compose them, identifying the weak points that teachers may know in order to facilitate the implementation of these resources. In addition, we have included a series of current digital repositories which contain textual, graphic and multimedia information on heritage assets that provide a valuable source of information that can be used in the classroom before and after the didactic itineraries. Through this review, this detailed description and the analysis of the current legislation, the main aim is to ensure that educational itineraries move from having little or no implementation in teachers' programmes to being included in them, given the high didactic potential that can be derived from them.
Highlights
Heritage Education has been consolidated in scales are applied independently for the national (Spain) due to the creation of the Cultural Observatory of Cultural Heritage Education [1] and the National Education and Heritage Plan (PNEyP) created [2]
It can be said that didactic itineraries are part of the practical activities that are followed in a constructivist methodology [33]
Among the different methods that we find in field work, we can highlight: itinerant excursions, naturalist routes, cultural routes and didactic itineraries [34, 35]
Summary
Heritage Education has been consolidated in Spain due to the creation of the Cultural Observatory of Cultural Heritage Education (since 2010) [1] and the National Education and Heritage Plan (PNEyP) created (since 2015) [2]. The PNEyP insists on the need to strength links between people and cultural heritage based on the firm conviction that only the cultural heritage which is known, valued and respected can be conserved and protected In this sense, education plays a fundamental role in the formal, non-formal and informal spheres. In the sphere of formal education, the PNEyP has achieved a significant quantitatively and qualitatively increase of heritage content in the curricula In this way, heritage has acquired greater prominence in Spanish schools, high schools and universities. Heritage has acquired greater prominence in Spanish schools, high schools and universities This fact has Universal Journal of Educational Research 10(2): 160-172, 2022 brought with it the need to design methodological strategies and to think teaching resources that would allow the main objective of heritage education: to educate in, from and through the cultural heritage. This can serve as support in the development of proposals of cultural heritage itineraries
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