La enseñanza del patrimonio y de la ciudadanía en las clases de ciencias sociales un estudio de caso en esoun estudio de caso en ESO

Résumé

This doctoral dissertation deals with innovative teachers' praxis and thought processes in relation to the subjects of patrimonial education (or heritage education) and citizenship (or civic education) in the field of Social Sciences. It takes as a starting point the assumption that the teacher as a reflective professional is one of the indisputable protagonists of the teaching-learning process and that if, in addition, he or she adheres to a teaching model that departs from the traditional one, examining that teacher's thoughts, theories and practices in relation to the teaching of these contents becomes an opportunity to offer a catalog of good practices and to propose a reference model. Chapter I justifies the need to investigate in this area of the educational reality, noting the challenges and problems associated with both patrimonial education and citizenship. In chapter II the research design is presented by starting from a general research problem: What and how does the innovative teaching staff teach citizenship using heritage as pedagogical content in Social Sciences, Geography and History in Secondary Education? This in turn is subdivided into other more specific points, which correspond to the objectives we intend to achieve through this dissertation. Chapter III is dedicated to presenting the results in relation to the ideas that innovative teachers handle when dealing with about patrimonial education, citizenship and the existing relation between them, In order to do this, an initial questionnaire was handed to ten innovative teachers of Social Sciences and, subsequently, an exploratory interview was carried out with the six of them that showed a more evolved knowledge of the aforementioned contents, according to the hypothesis of progression of professional development presented on chapter I. After this process, we selected the teacher who could stand a reference model and with whom we conducted our case study. In chapters IV and V there is an analysis of the data collected from the case study on classroom observation, the pupils' discussion groups and the final teaching reflection interview. The qualitative analysis of all this data has been carried out by means of a of multiple triangulation process, which allows us to contrast the degree of intersubjectivity and to ensure the credibility of our research by including what students perceive in relation to the development of the classes as well as the teacher's reflection and interpretation of his/her students' most representative answers. Specifically, on chapter IV the data obtained from classroom observation is analyzed by comparing these results with those of the initial exploration interview that made us choose the person to be observed as well as with the opinions of this person's students registered in their discussion groups, focusing on finding out what and how this innovative Social Sciences teacher teaches heritage education and citizenship to train critical and participating citizens. he focus of chapter V is twofold; on the one hand it focuses on the analysis of the third category: The teaching of citizenship through heritage education, which directly links the two subjects of study of this doctoral dissertation. On the other hand, it is our intention to share the data obtained during classroom observation and in the discussion groups with the teacher protagonist of the case study by means of a final reflection interview in which he can give his own final assessment of the goals achieved, butalso of the obstacles that appeared during the process. The result of the preceding analyses is a catalog of good practices for innovative teachers in relation to the subjects of patrimonial education and citizenship in Social Sciences together with a reference model tentatively called the postmodern teacher, that can serve as a starting point for future research on how learning processes proper to the subject of citizenship are developed from that of patrimonial education. The most relevant conclusion of this research is that the postmodern teacher, through an inquiry process based on heritage referents, seeks for his/her students to understand relevant concepts from the social, historical, scientific and environmental levels, responding to current problems. In such a way that, for this postmodern teacher, the most important thing that his/her students must learn is the development of their own critical thinking as based on values such as equality, freedom, social cohesion, dignity and social justice, as well as some real participation in their own communities.