En la primera parte del artículo se analiza el concepto del patrimonio (natural y geológico),
atendiendo a tres documentos legislativos del estado español desde una conceptualización del patrimonio
compleja, relativa y cambiante como referente para su enseñanza. En la segunda parte, tras los resultados
del análisis se observa una tendencia evolutiva-conceptual del patrimonio y su enseñanza, en la que
aparentemente no existe un único concepto y una única perspectiva educativa. Finalmente, a modo de
reflexión, se plantean una serie de oportunidades didácticas para la enseñanza de las ciencias a partir del
patrimonio, encaminadas a fomentar actitudes activas sobre los problemas socio-ambientales.
This paper describes and analyses how heritage concept evolves and changes from Spanish
law on heritage. For that, it is analyzed explicitly heritage concept and focus on natural and geological
heritage from three documents. In this analysis, we observe an evolutionary-conceptual tendency of the
heritage and its teaching, in which apparently there is no single concept about heritage and, therefore, a
single educational perspective. In this trend, the conceptualization of heritage is expanding and enriching
from a more unidisciplinary and conservation-oriented vision, towards a more interdisciplinary and
educational. This conceptual evolution is associated in turn with the material and tangible character of
the heritage towards other more intangible and relative. Finally, this last conceptual notion of heritage
and its teaching can foment activist attitudes on the socio-scientific issues and promote a scientific literacy
for science education.
Thesis Collection
Last Deposit
