Abstract
This work highlights the importance of heritage education as a vehicle for citizen education. We present an analysis of concepts of heritage, citizenship, and territory held by third-year social science students. The results are obtained from statistical analysis of a questionnaire given before and after a didactic intervention and the application of a table of categories drawn up based on heritage education in terms of the parameters we consider desirable, from a holistic, socio-critical, motivating, and participatory perspective. The outcomes show the success of the intervention, with the students presenting better reflective and critical knowledge of their environment, showing appreciation, respect, protection, and dissemination of heritage as a symbol of identity and favoring the commitment to sustainable actions.
Highlights
The study and interpretation of heritage provides knowledge of the changes that have taken place over time, revealing the causes and consequences of social, cultural, and environmental changes, understanding heritage as educational content from a holistic, integrational, and complex standpoint
In formal education, heritage education is closely linked with social science teaching
Heritage education is at the core of these experiments, which in turn favor the development of territorial intelligence in the pupils on their way to becoming global, critical, reflexive, committed, and participatory citizens
Summary
The study and interpretation of heritage provides knowledge of the changes that have taken place over time, revealing the causes and consequences of social, cultural, and environmental changes, understanding heritage as educational content from a holistic, integrational, and complex standpoint. Heritage education is proposed as a training vehicle for citizens to equip them with skills to participate in the social life of their community in a critical and reflective way [1,2]. Heritage education is at the core of these experiments, which in turn favor the development of territorial intelligence in the pupils on their way to becoming global, critical, reflexive, committed, and participatory citizens. The introduction of heritage as educational content enables us to work with the students on issues related to territory and how it is affected by human presence, as well as the social, cultural, and environmental consequences. The study and interpretation of heritage evinces the changes and evolution of the territory’s geographic structure and encourages reflection on the consequences of development from multiple perspectives (economic, social, environmental, cultural, etc.) [8,9,10]
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