Abstract
The contribution addresses the problem of the relationship between patrimonies, territories, multiliteracies. In it, culture is basically understood as a process of symbolic elaboration of stimuli, objects and cultural experiences that contribute to building the cultural, alphabetic and identity profile of the individual, as well as his personal and social experience. The cultural heritage, as a diversified set of forms, refers to a symbolic universe that must be made accessible to everyone through special mediation tools, which can give continuity and meaning to the experiences of use. The article reflects on how it is possible to construct meanings starting from the symbolic elaboration that the individual puts in place and from the experiences in which he is immersed. The experience of use is in fact an opportunity that must be guaranteed to everyone, since it is the foundation of the interpretative universe that serves to read reality in depth. It is a question here of the importance for the individual of accessing a symbolic universe through which he interprets and relates to the world and the various cultural forms. At a time when literacy processes have widened their boundaries becoming multiple (multilteracies), there is a specific need for a pedagogy of the heritage that knows how to correspond to the emerging alphabetic needs typical of a society in transformation and increasingly technological and which looks to cultural and museum heritage as tools to access the profound meaning that culture expresses.
Highlights
Nuzzaci DOITo examine the implications determined by the relationships between heritage and literacy contexts in educational interactions, which occur outside and inside school environments, it is important to understand first of all the relationships between education, heritage and disciplines from the point of view of the impact they produce in terms of cognitive, social and affective-relational repercussions, etc., as well as effects on the meaning systems of the various roles of competence of the institutional partners involved in heritage education
At a time when literacy processes have widened their boundaries becoming multiple, there is a specific need for a pedagogy of the heritage that knows how to correspond to the emerging alphabetic needs typical of a society in transformation and increasingly technological and which looks to cultural and museum heritage as tools to access the profound meaning that culture expresses
To examine the implications determined by the relationships between heritage and literacy contexts in educational interactions, which occur outside and inside school environments, it is important to understand first of all the relationships between education, heritage and disciplines from the point of view of the impact they produce in terms of cognitive, social and affective-relational repercussions, etc., as well as effects on the meaning systems of the various roles of competence of the institutional partners involved in heritage education
Summary
To examine the implications determined by the relationships between heritage and literacy contexts in educational interactions, which occur outside and inside school environments, it is important to understand first of all the relationships between education, heritage and disciplines from the point of view of the impact they produce in terms of cognitive, social and affective-relational repercussions, etc., as well as effects on the meaning systems of the various roles of competence of the institutional partners involved in heritage education This is because the goods are conceived as cultural texts that communicate through a variety of means and define the construction of meanings in different forms (written, verbal, iconic etc.), engaging the user in an active interpretative process that is experiential expression of those meanings. These considerations stimulate reflection on the alphabetic nature of goods as learning “places”
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