Educar en memoria histórica y democrática a través de la educación patrimonial: el antipatrimonio

Abstract

A decade ago we began a line of research on historical memory education that we have linked through controversial heritages with our work on heritage education, since heritage can be a carrier of memories of a conflictive nature. This article aims to be a review of the results of our research in this regard, proposing what heritage education can contribute, through anti-heritage, to the why, what and how of teaching historical memory, singularly in our country, but not exclusively. The relevant socio-environmental problems with which anti-heritage connects are linked to negative social values, discordant with democracy, human rights, peace and non-violence, hence its didactic potential for controversy, but also its difficulties for teaching and the learning; we will focus on disciplinary, didactic, curricular, textbooks and the development of critical thinking in students. Such difficulties and limitations have led many teachers, especially in our country, to choose to avoid teaching memory in formal education. Therefore, it is very necessary to introduce significant changes in the official curriculum and textbooks, but it is essential to improve classroom practices, because teachers have not been taught how to teach these topics. This training will help students learn critical thinking skills and educate themselves as citizens committed to the defense of Human Rights, peace and democratic coexistence.