Publication: Intangible heritage and the construction of identities in the educational sphere: a systematic review
Authors
Ponce Gea, Ana Isabel ; Pedreño Plana, Marina ; Sánchez Cortés, María del Carmen ; Gutiérrez Sánchez, Marta
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Facultad de Educación
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Publisher
Universidad de Almería
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DOI
https://doi.org/10.25115/ecp.v19i39.10999
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info:eu-repo/semantics/article
Description
Abstract
Antecedentes: El patrimonio cultural inmaterial se presenta íntimamente relacionado con la construcción de las identidades colectivas, especialmente, al tratarse de un patrimonio vivo. Sin embargo, siempre ha ocupado un papel secundario en el ámbito educativo, lo que, unido a la predominancia de las metodologías expositivas en las aulas, no asegura que se estén conformando identidades colectivas argumentadas utilizando este tipo de patrimonio. Método: En este trabajo, se ha llevado a cabo una revisión sistemática con el objetivo de identificar las intervenciones en torno al patrimonio cultural inmaterial que han tenido lugar en el ámbito educativo, conectadas con la construcción de identidades. Utilizando como base los criterios establecidos por PRISMA, se establecieron los siguientes criterios de inclusión: i) estudios originales, en el ámbito educativo, sobre la utilización del patrimonio inmaterial para la construcción de identidades; ii) estudios en el ámbito no formal y formal; iii) estudios cualitativos, cuantitativos o mixtos; iv) estudios publicados en inglés, y/o en español; y iv) publicados hasta el 15 de febrero de 2023; siendo los criterios de exclusión: i) publicaciones en cualquier otro idioma diferente al español o inglés; y ii) libros, capítulos de libro, estudios de informes de casos, revisiones narrativas, comunicaciones a congresos o póster o artículos de opinión. Tras un proceso de selección de los estudios (en tres bases de datos y literatura gris) y extracción de datos (en el que tres investigadoras independientes utilizaron un protocolo donde se incluyeron ítems de la MMAT-2018 (Mixed Methods Appraisal Tool) para la evaluación del riesgo de sesgo), se llevó a cabo un análisis descriptivo y de síntesis cualitativo. Resultados: Los resultados ponen de manifiesto, entre otros aspectos, la escasez de estudios (n=30), sus limitaciones metodológicas (solo el 36.67% superan los ítems de cribado), el tratamiento desigual de las distintas tipologías de patrimonio, el desarrollo mayoritario de las propuestas en el ámbito formal (especialmente, el universitario), la prevalencia de las escalas local y regional y el uso de programas y proyectos. Conclusiones: La interpretación de los resultados debe considerarse en el marco de las limitaciones metodológicas de los estudios incluidos, y de las propias de la revisión, condicionada por la heterogeneidad conceptos, los criterios de inclusión y la selección de las bases de datos. No obstante, la revisión ofrece una primera visión global a un campo frecuentemente fragmentado, lo que permite caminar hacia el diseño de modelos didácticos para el patrimonio cultural inmaterial, tomando decisiones de acuerdo con los nichos existentes.
Background: Intangible cultural heritage is closely related to the construction of collective identities, particularly as it is a living heritage. However, it has always played a secondary role in the field of education, which, combined with the predominance of explanatory methodologies in the classroom, does not ensure that argued collective identities are being built using this type of heritage. Method: In this paper, a systematic review has been carried out with the objective of identifying the interventions around intangible cultural heritage that have taken place in the educational sphere, connected to the construction of identities. Using the criteria established by PRISMA as a basis, the following inclusion criteria were established: i) original studies, in the educational field, on the use of intangible heritage for the construction of identities; ii) studies in the non-formal and formal field; iii) qualitative, quantitative or mixed studies; iv) studies published in English and/or Spanish; and iv) published until 15 February 2023. The exclusion criteria were: i) publications in any language other than Spanish or English; and ii) books, book chapters, case reports, narrative reviews, conference communications or posters, and opinion pieces. After a process of screening the research (in three databases and grey literature) and data extraction (in which three independent researchers used a protocol that included items from the MMAT-2018 (Mixed Methods Appraisal Tool) to assess the risk of bias), a descriptive and qualitative synthesis analysis was carried out. Results: The results show, among other aspects, the scarcity of studies (n=30), their methodological limitations (only 36.67% meet the screening criteria), the unequal treatment of the different types of heritage, the majority development of the proposals in the formal sphere (especially the university), the prevalence of local and regional scales and the use of programmes and projects. Conclusions: The interpretation of the results should be considered within the framework of the methodological limitations of the included studies and those inherent to the review itself, which was conditioned by the conceptual heterogeneity, the inclusion criteria, and the selection of databases. Nevertheless, this review provides an initial comprehensive overview of a field that is often fragmented, paving the way for the design of didactic models for intangible cultural heritage and supporting decision-making based on existing gaps.
Background: Intangible cultural heritage is closely related to the construction of collective identities, particularly as it is a living heritage. However, it has always played a secondary role in the field of education, which, combined with the predominance of explanatory methodologies in the classroom, does not ensure that argued collective identities are being built using this type of heritage. Method: In this paper, a systematic review has been carried out with the objective of identifying the interventions around intangible cultural heritage that have taken place in the educational sphere, connected to the construction of identities. Using the criteria established by PRISMA as a basis, the following inclusion criteria were established: i) original studies, in the educational field, on the use of intangible heritage for the construction of identities; ii) studies in the non-formal and formal field; iii) qualitative, quantitative or mixed studies; iv) studies published in English and/or Spanish; and iv) published until 15 February 2023. The exclusion criteria were: i) publications in any language other than Spanish or English; and ii) books, book chapters, case reports, narrative reviews, conference communications or posters, and opinion pieces. After a process of screening the research (in three databases and grey literature) and data extraction (in which three independent researchers used a protocol that included items from the MMAT-2018 (Mixed Methods Appraisal Tool) to assess the risk of bias), a descriptive and qualitative synthesis analysis was carried out. Results: The results show, among other aspects, the scarcity of studies (n=30), their methodological limitations (only 36.67% meet the screening criteria), the unequal treatment of the different types of heritage, the majority development of the proposals in the formal sphere (especially the university), the prevalence of local and regional scales and the use of programmes and projects. Conclusions: The interpretation of the results should be considered within the framework of the methodological limitations of the included studies and those inherent to the review itself, which was conditioned by the conceptual heterogeneity, the inclusion criteria, and the selection of databases. Nevertheless, this review provides an initial comprehensive overview of a field that is often fragmented, paving the way for the design of didactic models for intangible cultural heritage and supporting decision-making based on existing gaps.
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Citation
Espiral. Cuadernos del Profesorado 2026, 19(39), 36-53
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