RT Journal Article
T1 Understanding the Significance of Cultural Heritage in Society from Preschool: An Educational Practice with Student Teachers.
A1 Perez-Guilarte, Yamilé
A1 Gusman, Inês
A1 Lois González, Rubén Camilo
K1 Cultural heritage
K1 Heritage education
K1 Critical thinking
K1 Initial training in preschool
K1 Ribeira Sacra
AB To understand the significance that cultural heritage has today and, above all, the role of citizens in decision-making for its valorisation, transmission, and management, it is necessary to approach it from a very early age, specifically through childhood education. Hence, this action research study is proposed for 56 infant teachers in initial training at the University of A Coruña (Galicia, Spain). This is a descriptive case study that aims to investigate the perceptions of early childhood education teachers in initial training about cultural heritage (definition: economic, cultural, and educational uses; agents involved in its transmission, management, etc.). In addition, the paper analyses the changes and continuities that occur in student teachers’ perceptions after carrying out a didactic proposal through relevant social problems linked to the Ribeira Sacra cultural landscape. This action research study has allowed students to give more importance to intangible cultural heritage and to gain a better understanding of controversial issues related to cultural heritage, such as the balance between economic and cultural use, as well as citizens’ roles in a decision-making process related to cultural heritage. Despite engaging in didactic activities, a substantial portion of students still retain a conservative outlook on heritage education.
PB Multidisciplinary Digital Publishing Institute (MDPI)
YR 2023
FD 2023-09-01
LK https://hdl.handle.net/10347/45042
UL https://hdl.handle.net/10347/45042
LA eng
NO Pérez-Guilarte, Y., Gusman, I., & Lois González, R. C. (2023). Understanding the Significance of Cultural Heritage in Society from Preschool: An Educational Practice with Student Teachers. Heritage, 6(9), 6172-6188. https://doi.org/10.3390/heritage6090324
NO This research was funded by Consellería de Educación, Universidade e Formación Profesional (Xunta de Galicia), grant number ED431C 2020/16. The work of Inês Gusman has been supported by the grant UP2021-042 (Ayudas Margarita Salas) funded by Ministerio de Universidades (Spanish Government), Next Generation EU.
DS Minerva
RD 26 abr 2026