Abstract
The contribution analyzes the children’s right to use the cultural heritage, in all its forms, and it shows how it is a cultural right aimed at strengthening children’s skills profiles and raising the quality of education. It focuses on the idea that denial of this right is nothing but the other side of the coin of social and cultural exclusion. The goal of the contribution is to highlight the reflections produced following a series of empirical research conducted by the author in the Italian and international fields focused on the relationship between literacy, multiliteracies and cultural and museum use. The idea of cultural heritage as tangible and intangible signs of culture and as bearers of its symbolic systems leads us to speculate how their failure to use specific categories of individuals only makes cultural gaps stronger and nourishes new forms of exclusion. The right to fruition is in fact still closely connected to the robustness of the profile of skills and socio-economic variables, which can be said to be the indicator of profound inequalities. Even today, in fact, the use of cultural heritage is adopted as an indicator of the cultural status of a certain population. This leads to reasoning on how important it is, from a very young age, to enable each individual to consciously enjoy cultural goods, so that various inequalities do not increase and culture should no longer serve to console men in sufferings, but to protect them from them, fight them and eliminate them. The contribution analyzes these issues by trying to capture the interrelationships between culture, cultural heritage and education in reference to the rights and quality of education.
Highlights
The infinite variety and unpredictability of human beings makes it much more complicated to make general assessments of them, compared to what happens with other components or in other areas of life. From this speech emerges an image of education as a complex “whole”, dynamic and integrated in which the different functions occur continuously, specifying. This is the reason why in this respect the problem of the right of children to the use of cultural heritage requires to be treated with extreme caution, even if in any case it cannot be separated from the question of widening access to culture
The findings of this study have exposed the role played by the use of cultural goods in the field of education
There is sufficient evidence showing how the fruition of the cultural heritage is able to influence the cultural profiles of individuals, in terms of key competences to be acquired in order to exercise active citizenship
Summary
It has seen both the term heritage and that of culture change. the concept of cultural heritage (artistic, historical, archaeological etc.), such as that of cultural heritage, has gradually come to include new categories, for example, industrial archeology. A table is the effect of a cultural evolution as is a Rachmaninov sonata, a Molière comedy, a Racine tragedy or Picasso’s Guernica This phenomenon is the result of another, more profound phenomenon, which concerns the way in which the different communities understand and represent each other. There is a relationship between social practices and the construction of identities (Levi-Strauss, 1980), which have many relationships with history, heritage, culture, language and awareness, as well as having a complex of different characteristics and futures. In this sense, personal identity and society are complementary elements in the construction of reality (Mead, 1934/1966). The “possession” of culture requires the owner to be aware of his “knowledge”, who in order to truly “master” it must have some idea of it, and live it and be consciously “imbued” with it
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