Didactic Itineraries in the Cultural Heritage Education: Keys for Their Implementation

Abstract

This article presents a proposal for the implementation of didactic itineraries in the Spanish curricula from the perspective of the cultural heritage. The teaching and learning of the cultural heritage can be approached through the use of an active and participative methodology such as didactic itineraries. It is essential to know the evolution of these in the Spanish curricula and to analyse the current legislation in educational matters in order to propose the programming of didactic itineraries from the current perspective. Based on these two main objectives, a qualitative analysis of the legislation has been carried out through a search for key words that denote the presence of educational pathways in educational programmes. On the other hand, a detailed description of how didactic pathways should be planned has been carried out. It has been exposed the different parts which compose them, identifying the weak points that teachers may know in order to facilitate the implementation of these resources. In addition, we have included a series of current digital repositories which contain textual, graphic and multimedia information on heritage assets that provide a valuable source of information that can be used in the classroom before and after the didactic itineraries. Through this review, this detailed description and the analysis of the current legislation, the main aim is to ensure that educational itineraries move from having little or no implementation in teachers' programmes to being included in them, given the high didactic potential that can be derived from them.