Publication: El patrimonio controversial en la formación de maestros desde la práctica de metodologías activas
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Date
2025
Authors
Guillén Peñafiel, Rebeca ; Corrales Serrano, Mario ; Hernández Carretero, Ana María
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Publisher
Universidad de Murcia. Servicio de publicaciones
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DOI
https://doi.org/ 10.6018/pantarei.62552
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info:eu-repo/semantics/article
Description
Abstract
Transformar la enseñanza de las Ciencias Sociales precisa introducir cambios en la formación docente. Estas transformaciones incluyen la utilización de metodologías activas que prioricen la participación del alumnado. Ante estos desafíos, se presentan los resultados de una intervención didáctica que implementa la metodología dialógicaWor l d Café con estudiantes universitarios. El objetivo es validar las oportunidades de esta estrategia metodológicapara la educación patrimonial. Para desarrollar la práctica se seleccionaron tres ejemplos de patrimonio controversial: la Cruz de los Caídos de Cáceres, la tauromaquia y el turismo indígena. Previo a la actividad y para adaptar la intervención a sus conocimientos previos, se realizaron 202 encuestas a docentes en formación sobre diferentes tipos de patrimonio. Adicionalmente, se realizaron 102 entrevistas para conocer sus percepciones sobre la estrategia. Los resultados constatan numerosas ventajas de aplicarWor l d Café para el aprendi zaj e del patrimonio controversial. Resultó ser efectiva para cuestionar la historia y la sociedad, fomentando habilidades de reflexión y análisis crítico.
Transforming the teac hing of social sciences requires changes in teacher training. These transformations include the use of active methodologies that prioritise student participation. Faced with these challenges, the results of a didactic intervention that implements the World Café dialogical methodologywith university students are presented. The objective is to validate the opportunities of this of this methodological strategy for heritage education. To develop the practice, three examples of controversial heritage were selected: the Cross of the Fallen in Cáceres, bullfighting and indigenous tourism. Prior to the activityand in order to adapt the intervention to their prior knowledge, 202 surveys were carried out with trainee teachers on different types of heritage. In addition, 102 interviews were conducted to find out their perceptions of the strategy. The results show numerous advantages of using Wor l d Café for learning about controversial heritage. It was found to be effective in challenging history and society, fostering skills of reflection and critical analysis.
Transforming the teac hing of social sciences requires changes in teacher training. These transformations include the use of active methodologies that prioritise student participation. Faced with these challenges, the results of a didactic intervention that implements the World Café dialogical methodologywith university students are presented. The objective is to validate the opportunities of this of this methodological strategy for heritage education. To develop the practice, three examples of controversial heritage were selected: the Cross of the Fallen in Cáceres, bullfighting and indigenous tourism. Prior to the activityand in order to adapt the intervention to their prior knowledge, 202 surveys were carried out with trainee teachers on different types of heritage. In addition, 102 interviews were conducted to find out their perceptions of the strategy. The results show numerous advantages of using Wor l d Café for learning about controversial heritage. It was found to be effective in challenging history and society, fostering skills of reflection and critical analysis.
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Citation
Panta Rei. Revista digital de Historia y Didáctica de la Historia, vol.19, (2025).
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