Heritage education as a vehicle for the formation of citizens: Analysis if current educational legislation

371 Heritage Education as a Vehicle for the Formation of Citizens: Analysis of Current Educational Legislation1 Olga Moreno-Fernández, Maria Puig-Gutierrez, Mario Ferreras-Listán and Fátima Rodríguez-Marín Faculty of Educational Sciences, University of Seville Abstract This paper presents the results obtained in an investigation of the role of heritage in current education regulations as a vehicle for the formation of citizens. The analysis was conducted on the Spanish state education regulations and their implementation in the Autonomous Region of Andalusia corresponding to the stages of pre-primary and primary education. A qualitative, descriptive-interpretative method was used. It was based on document analyses. To this end, a system of categories was prepared, organized into subcategories, variables and descriptors. From the results, there stands out the need to continue working on incorporating heritage into the formation of global citizens. For this, it is essential to build an integrated curriculum structured on the basis of “relevant socio-environmental problems”. Keywords: curriculum studies; global citizenship education; heritage typology; preprimary education; primary education. Introduction One of the main functions attributed to schools today is the formation of critical and committed citizens who are capable of intervening in public life. This has resulted in great concern for pupils to be able to understand, make decisions, and act in the most appropriate way in the face of socio-environmental conflicts that, whether at a local or a global level, affect the development of our lives (Castells, 2006; Moreno-Fernández Croatian Journal of Education Vol.23; No.2/2021, pages: 371-404 Review paper Paper submitted: 11th February 2020 Paper accepted: 15th May 2020 https://doi.org/10.15516/cje.v23i2.3924 1 This work is a partial result of the Erasmus Plus project denominated “Citizenship pedagogy and teacher education: an alliance between school, territory, community” (STEP) (Reference 2015-1-IT02- KA201-015190), financed by the European Union. Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 372 & García-Pérez, 2015; Moreno-Fernández, 2017; Anderson, 2019; Hadjichambis et al., 2020). In this line, an international project named STEP “School, Territory, Environment, Pedagogy” has been started, in which five European universities are participating. Part of this project is the research presented in this paper. It was a study of Spain’s education regulations as it applies to the Autonomous Region of Andalusia regarding heritage and its teaching and learning for global citizenship. In today’s world, understanding heritage education is meaningless without including the citizen as inheritor of that legacy and making him responsible for its transmission to future generations. The citizen should be viewed as a subject who actively participates in the defence and improvement of the environment (and therefore of major social and environmental issues) and the one who enjoys and values those assets as signs of identity, without prejudice. He should respect and appreciate the elements generated in other cultures, which are so necessary to be able to understand citizenship from what has been termed a “global” perspective. It is therefore important to implement school teaching proposals related to “Heritage Education” (Patrick, 1992; Harrison, 2010; Fontal, 2012; Martín-Cáceres & Cuenca, 2015; Barghi et al., 2017; King & Swartz, 2018; Lee et al., 2020), since schools are the main social institutions for the formation of citizens (Arthur et al., 2000; Banks, 2007; Broom, 2010; Carr et al., 2016; Pais & Costa). As content in teaching, heritage is a key concept in the formation of global citizens. This is both because of its contribution to the construction of cultural identity and its value in understanding the complexity of today’s societies (Ferreras-Listán, 2013; Güler-Biyikli y Aslan, 2013; Estepa, Cuenca & Martín-Cáceres, 2015; Ocal, 2016). Heritage education is based on the relevance of civic, ethical, and affective values in relation to the defence and protection of the elements of heritage in both the nearby context and at larger territorial scales. It includes customs and traditions that help construct communities’ cultural identity as well as cultural diversity, biodiversity, and geodiversity (Scott, 2002; Nocca, 2017; Muñoz et al., 2020). This implies respect for, appreciation of, and empathy with other societies and with other ways of life and relationships with nature. This protectionist and conservationist attitude does not have to be contradictory with the future citizens’ conscious involvement in a transformation of society towards sustainable development, that is, development based on criticaleconomy budgeting which postulates a biocentric perspective inclusive of all the species on the planet. This approach would foster citizen intelligence towards decisionmaking in a context of multi-scale horizontal governance to address socio-ecological tensions in specific communities through active citizenship. Regarding this, it must be emphasized that the analysis of the educational norms that regulate the official curriculum is a necessary starting point in research on the relationship between heritage and citizenship education. A review of this group of legal texts makes it possible to interpret the criteria applied by the pertinent education 373 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 administrations and their general view of the relationship between heritage and its teaching and learning (Ferreras-Listán & Jiménez, 2013). In this sense, we selected three fundamental questions around which to organize the study: 1) What concept of heritage is reflected in the education legislation, given that the definition of heritage includes multiple aspects – anthropological, temporal, and socio-critical, as well as identity relationships (Fontal, 2013)?; 2) What didactic use is made of heritage issues?, and 3) What relationship does the legislation establish between heritage and identity? Therefore, this study seeks to examine in some depth the didactics of heritage education and of citizenship education, as well as their integration in current education regulations. To this end, a comprehensive study was carried out on the group of legal texts that regulate the official curricula in our country, as well as its particularization in Andalusia to the stages of pre-primary and primary education. We found similar studies in this line, such as those of Reyes and Méndez (2016) who carried out an analysis of heritage education in the LOE and the LOMCE, which indicated that the educational role of cultural heritage is an example of a lost opportunity, given the didactic potential of heritage for a critical approach to past under permanent debate. Objectives and research methodology Purpose and methodological approach To achieve the objectives proposed in the study, a cross-sectional and structured method was applied (Cuenca, 2002; Estepa & Cuenca, 2006), developing a descriptiveinterpretative analysis within a qualitative paradigm. The research design is based on a hypothesis of progression applied to the didactics of heritage, and on planning the investigation and the analysis of the results in accordance with a system of categories also based on a hypothesis of progression regarding heritage education (Cuenca, 2002). The technique used to carry out the study was document analysis, which Bisquerra (2009) describes as a systematic activity consisting in examining documents already written. It can be concluded that, based on these premises, this is a document study with a descriptive-interpretative character in which focus is placed on qualitative analysis. As noted above, the analysis carried out had a marked qualitative character, and was conducted in two phases. The first was based on the semantic field structured around the main term or keyword “Heritage” (Table 1). The data were processed using the Atlas.ti analysis software (v. 7). Table 1 Family of words assigned to the semantic field of the study Main Term Semantic Field Heritage Legacy; festivity; identity; identifying; monument; heritage; biodiversity; tradition; customs; culture. Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 374 This first phase consisted in locating in the documents the main term and the group of words that form part of the given semantic field. In this initial search, only the “information units” (obtained through content analysis techniques) that gave coherence to the study were considered. Therefore, the frequency of terms was calculated on the basis of units of information, not words as such. The second phase of the study consisted of a more detailed analysis of the “information units”. These were classified according to a previously defined system of categories reflected in a working template. This category system was used as a filter to collect and present the “general trend” found in each legal text. Sample The Spanish education system is regulated through Organic Laws that establish the general framework of action and determine the way in which education is understood and organized throughout Spanish territory. From this general framework, a group of legal texts are then generated which allow the system to be developed and specified at both national and regional levels. Thus, the curriculum of the different educational stages is set out first in Royal Decrees at the state level and later in Decrees and Orders at the regional level, which allow the curriculum of each educational stage to be adapted to the peculiarities of each region (Figure 1). This group of documents constitutes the research sample.  State Level Organic Laws Decrees Royal Decrees Regional Level Order Figure 1. Levels of curricular concretion of the educational legislation Given this general framework, we list in Table 2 the group of legal texts that we considered for the analysis of the curriculum corresponding to the pre-primary and compulsory primary education stages. Another aspect that should be highlighted before entering into the analysis is the way in which the two educational stages studied are organized. Pre-primary education is for children from birth to six years of age. It is divided into two three-year cycles and is voluntary. The area of Environmental Knowledge is the one that comes closest to the topics of this study. The LOMCE did not involve any structural changes in preprimary education. 375 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 Table 2 Group of legal texts analysed in the study Organic Laws Educational Organic Law 2/2006, 3rd May (LOE) Organic Law for the Improvement of Educational Quality 8/2013, 9th December (LOMCE) Legal Texts – Pre-Primary Education Curriculum Royal Decree 1630/2006, 29th December, which establishes the minimum education level for the second cycle of Pre-Primary Education. Decree 428/2008, 29th July, which establishes the ordering and teaching corresponding to Pre-Primary Education in Andalusia. Order of 5th August 2008, by which the curriculum corresponding to Pre-Primary Education in Andalusia is developed. Legal Texts – Primary Education Curriculum Royal Decree 1513/2006, 7th December, which establishes the minimum education level for Primary Education. Decree 230/2007, 31st July, which establishes the ordering and teaching corresponding to Primary Education in Andalusia. Order of 10th August 2007, by which the curriculum corresponding to Primary Education in Andalusia is developed. Royal Decree 126/2014, 28th February, which establishes the basic curriculum of Primary Education. Decree 97/2015, 3rd March, which establishes the ordering and the curriculum of Primary Education in Andalusia. Order of 17th March 2015, by which the curriculum corresponding to Primary Education in Andalusia is developed. The primary education stage comprises six academic years for children aged six to twelve. The LOMCE is structured into six grades. This stage is compulsory and free of charge. Skills play an important role in the curricular elements of this stage of education. Another important aspect is the organization of teaching into different materials or subjects. Among these subjects, the LOE (2006) included for the first time what was called “Education for Citizenship”, but this was eliminated as an independent subject by the LOMCE (2013) to be replaced by another subject called “Social and Civic Values”. Furthermore, the LOMCE fragmented the subject called “Knowledge of the Natural, Social and Cultural Environment” into two different subjects − “Natural Sciences” and “Social Sciences” − with the latter providing more elements for the present research. Finally, it should be noted that, in the usual educational practice, teachers use curricular materials (textbooks) that are guided by the Decrees on Education, but do not go into any depth in the aspects covered in the Orders which might favour better programming of teaching activities. Thus, although broad and complex, educational legislation in Spain has in most cases become a set of declarations of intentions far removed from the actual classroom practice, which instead usually operates in accordance with the logic of traditional “school culture”. Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 376 Instruments To develop this study, we adapted several research instruments from previous studies on heritage (Cuenca, 2002; Jiménez et al., 2010; Estepa, Ferreras-Listán, López & Morón, 2011), some to obtain information (first-order instruments) and others to analyse that information (second-order instruments). Regarding the first-order instruments, we used a data collection template (Appendix 1) that was organized in a similar way to the category system applied as a second-order instrument. In addition, for the analysis of the legal texts, we used various keywords that conform to a single semantic field related to heritage and its teaching and learning. Sometimes these terms were found with meanings or acceptances different from those of the present research. These cases were therefore not considered. The analysis of the information obtained was performed with a three-category system. These categories were in turn subdivided into a series of subcategories, variables, and descriptors, adapted from Estepa, Ferreras- Listán & Morón (2013) (Table 3). Table 3 Analysis category system Cat. Subcat. Indicators Level Descriptors Category I: Concept of heritage Subcategory 1. Heritage perspectives Exceptional / monumental I Scarcity, rarity, singularity, and/or monetary value, or for its grandeur and recognized prestige, of natural, historical-artistic, ethnological, and scientific-technological elements Aesthetics / temporal / diversity II Natural, artistic, and stylistic beauty, or for its evolutionary and/or temporal character of natural, social, and scientific-technological changes and its richness in bio-geodiversity and/or cultural diversity Symbolicidentifying III Symbolic elements that characterize a society, a natural environment, biogeodiversity Subcategory 2. Types of heritage Natural-historic- artistic I Environmental elements and associated landscapes. Archaeological and documentary references Ethnological / scientifictechnological II Meaningful traditional elements that explain socio-environmental change, and/or objects and instruments that have contributed to the construction of scientific knowledge Holistic III Comprehensive and integrated consideration of all the above 377 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 Cat. Subcat. Indicators Level Descriptors Category II: Educational uses of heritage Subcategory 3. Degree of integration of heritage in curricular elements Anecdotal use I Heritage appears anecdotally and/ or only occasionally in some of the curricular elements (Objectives, Content, Competencies, Evaluation criteria, etc.) Additive use II Heritage appears in several curricular elements. Objectives, in a summative form, without establishing relationships Full integration III Heritage appears in an integrated and meaningful form in various curricular elements Subcategory 4. Level of disciplinarity Unidisciplinary I Work is done on the types of heritage, fundamentally involving a single discipline Multidisciplinary II Work is done on various types of heritage in a summative form, involving various disciplines Interdisciplinary III Work is done on various types of heritage in a systemic form Subcategory 5. Content integration No integration I Work is done predominantly on one type of content (Conceptual, Procedural, and Attitudinal) Simple integration II Work is done predominantly on two related types of content Complex integration III Work is done on the three types of content in an interrelated form Subcategory 6. Purpose of the communication process Academic I Knowledge of facts and information that in character is cultural, illustrated, and/or centred on anecdotal aspects Practicalconservationist II Heritage values in daily life and fostering their conservation Critical III Forming citizens committed to sustainable development in the heritage sphere Category III: Identity and heritage Subcategory 7. Identity scales Individual I Recognizing the symbolic and identifying value solely of those elements that are closely and directly related to the individual Social II Recognizing the symbolic and identifying value of elements of heritage that are both related to one’s own culture and external to it Global III Scarcity, rarity, singularity, and/or monetary value, or for its grandeur and recognized prestige, of natural, historical-artistic, ethnological, and scientific-technological elements Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 378 These elements are presented in order as part of a hypothesis of progression (Estepa, Ávila & Ferreras-Listán, 2008) in which three clearly differentiated levels are established. Thus, one starts at the first level of complexity with a positioning towards heritage that is simplistic and concrete, not at all complex in character, and marked by paucity, grandeur, or recognized prestige, in which the didactic purpose is merely academic. This is followed by the second level of complexity in which heritage is understood in a somewhat more complex way. It includes as elements of heritage both those that are related to the above and others following stylistic, temporal, and diverse criteria. At this second level, the didactic purpose of heritage is practical-conservationist in character. Finally, the third level – that of the greatest complexity and abstraction in relation to heritage and its teaching and learning – considers the aforementioned heritage concepts plus the symbolic elements that characterize a society or a natural environment (bio-geodiversity) as well as scientific-technological elements. The educational purpose pursued at this level is critical in nature, with the intention of forming citizens committed to the sustainable development of their heritage. This category system is conceived as a second-order instrument that organizes the content and structure of the notes made, guiding the entire analytical process of the research and providing the necessary rigor for this study. Analysis and discussion of the results First, we identify in the different documents studied the various words that constitute the previously determined semantic field of heritage. In Table 4, one observes that there are only three references in the general laws, while in the set of documents that regulate pre-primary education there are about thirty references, and for primary education more than seventy. Table 4 Units of information identified for the semantic field Heritage Semantic field “Heritage” Frequency General Education Laws 3 Pre-Primary Education 29 Primary Education 74 One observes in Table 5 that, depending on the origin and purpose of each of the documents analysed relating to pre-primary education, the number of information units concerning heritage varies enormously. Thus, Royal Decree 1630/2006 has five units identified, Decree 428/2008 has three, and the Order of 5th August 2008, which deals with the more concrete development of the Andalusian curriculum, reaches a total of twenty-one references. Table 5 Units of information identified in the documents that regulate Pre-Primary Education Pre-Primary Education Frequency Royal Decree 1630/2006 5 Decree 428/2008 3 Order of 5th August 2008 21 379 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 For the documents that regulated primary education according to the LOE (Table 6), there were also notable differences between the number of references found in the Order of 10th August 2007 and those in Decree 230/2007. However, the numbers of information units found in Royal Decree 1513/2006 and in the Order of 10th August 2007 were more similar to each other, amounting to about twenty in both documents. For the documents that developed the LOMCE, there were generally fewer information units about heritage, but again a greater number of references in Royal Decree 126/2014 and in the Order of 17th March 2015 than in Decree 97/2015. Table 6 Units of information, identified in the documents that regulate Primary Education Primary Education Frequency LOE LOE Royal Decree 1513/2006 20 Decree 230/2007 3 Order 10th August 2007 28 LOMCE Royal Decree 126/2014 8 Decree 97/2015 4 Order 17th March 2015 11 Presented below are the results of applying the category system to the set of documents constituting the sample in this study. Category I: Concept of heritage The intention with this category was to analyse which heritage perspective and what types of heritage were considered in the legal texts that regulate the curriculum (Table 7). With respect to Subcategory 1, Heritage perspectives, in relation with the two General Laws on Education, it can be seen that in both of them the information units located corresponded to the second level of complexity, i.e. the heritage elements stand out for their evolutionary character regarding natural, social, and scientific-technological changes. An example of this can be taken from the LOE (2006, p. 17165) when it refers to the need for a “formation in respect and recognition of the linguistic and cultural plurality of Spain and of interculturality as being an enriching element of society”. For the documents that regulate the Pre-Primary Education curriculum, first of all it should be noted that the scarcity of information units located in Decree 428/2008 means that they do not provide enough information for an analysis of this subcategory. On the other hand, those in the Royal Decree 1630/2006 and in the Order of 5th August 2008 correspond to a symbolic-identifying perspective with Level III of complexity, i.e. a desirable level. Examples are: […] Progressively, they should be receiving more knowledge of some of their own cultural traits. Cultural diversity means children should be brought closer to social customs and practices from an open and inclusive perspective that allows them to know about different cultural forms and manifestations present in society, thus generating attitudes of respect and appreciation towards them. (Royal Decree 1630/2006, p. 478.) Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 386 to be Level II of complexity) and others with a predominantly symbolic-identifying perspective (Level III of complexity). Together with this, we must note that the type of heritage that stands out is the natural-historic-artistic. This reaches a higher level of complexity (ethnological, scientific-technological) in some documents relating to pre-primary education and in others relating to the legislative development of the LOMCE for Primary Education in Andalusia. Considering the educational uses of heritage, we have to conclude that there predominates a summative integration of the content (Level I of complexity). Some documents do, however, progress towards a higher level of complexity (summative use), and in just two of them (concerning pre-primary education) one can speak of full integration (Level III). Similarly, the level of disciplinarity depends on the educational stage, with the legal texts governing primary education maintaining a multidisciplinary vision of heritage, while those relating to pre-primary education offer an interdisciplinary vision, regarding heritage as a cross-cutting theme. The case is similar regarding the integration of content. While in pre-primary education it is possible to identify the full integration of the content (Level III of complexity), in primary education only simple integration was identified (Level II). Finally, regarding the purpose of the communication process, we would note that there is somewhat more balance since there was a marked practical-conservationist tendency in all the legal texts (Level II). In many of the texts regulating primary education, there were also some references to the process’s critical purpose (Level III). The relationship established between identity and heritage is similar in most of the documents analysed, although some differences do exist. Thus, although a social identity scale predominates, one finds certain references to the global scale of identity in the legal texts governing primary education from the LOE (Level III). A fact we must point out as significant after the analysis is the location in general of most information units around specific subjects or areas of the curriculum. Thus, in the case of pre-primary education, there stands out the area of Knowledge of the Environment – specifically, Block 3 of the content denominated “Life in society and culture” in which it is intended that the pupils should make an approach to the social environment in which they live, and learn to move and participate progressively in it. In primary education, with the LOE, most of the information units relating to heritage are concentrated in the area of Knowledge of the Medium. With the LOMCE, however, these questions pass to being located mainly in the area of Social Sciences, which is separated from that of Nature Sciences, thus losing the interdisciplinarity that was aimed at previously with the subject of Knowledge of the Natural, Social, and Cultural Environment. We have seen how hard it is to integrate cross-cutting themes because of the highly discipline-centred structure of traditional school culture. Therefore, to incorporate heritage education into the general educational context, with the intention of forming global citizens, it would be indispensable to construct an integrated curriculum 387 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 structured on the basis of “important social and environmental problems” rather than “traditional academic subjects” (García-Pérez et al., 2015). This is an educational alternative aimed at teaching citizenship skills by integrating objectives, content, and methods in consistence with today’s educational needs. This means, in short, the construction of a curriculum with basic goals that are explicitly linked to social transformation, content that is organized around important social and environmental problems, inquiry-based teaching methods, evaluation thought of as process analysis, and teacher education closely linked to this curricular model. References Anderson, A. (2019). Advancing global citizenship education through global competence and critical literacy: Innovative practices for inclusive childhood education. Education, Citizenship and Social Justice, 9(1), 1–7. https://doi.org/10.1177/2158244019826000 Arthur, J., Davison, J., & Stow, W. (2000). Social literacy, citizenship education, and the national curriculum. Psychology Press. https://doi.org/10.1080/095851700361366 Banks, J. A. (2007). Diversity and citizenship education: Global perspectives. Wiley Barghi, R., Zakaria, Z., Hamzah, A., & Hashim, N. H. (2017). Heritage education in the primary school standard curriculum of Malaysia. Teaching and Teacher Education, 61, 124–131. https://doi.org/10.1016/j.tate.2016.10.012 Bisquerra, R. (2009). Metodología de la Investigación educativa. Editorial La Muralla. Broom, C. (2010). Conceptualizing and teaching citizenship as humanity. Citizenship Social and Economics Education, 9(3), 147–155. https://doi.org/10.2304/csee.2010.9.3.147 Carr, P. R., Pluim, G., & Thesee, G. (2016). The dimensions of, and connections between, multicultural social justice education and education for democracy: What are the roles and perspectives of future educators? Citizenship Education Research Journal, 6(1), 3–23. Castells, M. (2006). Globalisation and identity: a comparative perspective. Transfer: journal of contemporary culture, 1, 56-67. Cuenca, J. Mª. (2002). El patrimonio en la didáctica de las ciencias sociales. Análisis de concepciones, dificultades y obstáculos para su integración en la enseñanza obligatoria. Universidad de Huelva. PhD thesis. http://rabida.uhu.es/dspace/handle/10272/2648 Estepa, J., & Cuenca, J. Mª. (2006). La mirada de los maestros, profesores y gestores del patrimonio. Investigación sobre concepciones acerca del patrimonio y su didáctica. In R. Calaf & O. Fontal (Eds.), Miradas al patrimonio (pp.51-71). Trea. Estepa, J., Ávila, R., & Ferreras-Listán, M. (2008). Primary and secondary teachers’ conceptions about heritage and heritage education: a comparative analysis. Teaching and Teacher Education, 24(8), 2095-2107. https://doi.org/10.1016/j.tate.2008.02.017 Estepa, J., Cuenca, J. M a ., & Martín-Cáceres, M. (2015). La enseñanza de las sociedades actuales e históricas a través del patrimonio. Iber: Didáctica de las ciencias sociales, geografía e historia, 79, 33-40. Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 388 Estepa, J., Ferreras-Listán, M., López, I., & Morón, H. (2011). Análisis del patrimonio presente en los libros de texto: obstáculos, dificultades y propuestas. Revista de Educación, 355, 573-588. Ferreras-Listán, M. (2013). La Educación Patrimonial en los libros de texto de Conocimiento del Medio. In J. Estepa (Ed.) La educación patrimonial en la escuela y el museo: investigación y experiencias (pp.225-236). Universidad de Huelva. Ferreras-Listán, M., & Jiménez R. (2013). ¿Cómo se conceptualiza el Patrimonio en los libros de texto de Educación Primaria? Revista de Educación, 361, 591-618. Dpi: 10.4438/1988- 592X-RE-2013-361-234 Fontal, O. (2012). Patrimonio y educación: una relación por consolidar. Aula de innovación educativa, 208, 10-13. Fontal, O. (2013). La educación patrimonial: del patrimonio a las personas. Trea. García-Pérez, F. F., Moreno-Fernández, O., & Rodríguez-Marín, F. (2015). Problemas del mundo y educación: hacia una ciudadanía planetaria. In B. Borghi, F. F. García-Pérez y O. Moreno- Fernández (Coord.), Novi cives. Cittadini dall infanzia in poi (pp. 31-41). Patrón Editore. Güler-Biyikli, S., & Aslan, C. C. (2013). A Review of cultural heritage education in Turkish schools (1962–2011).Public Archaeology, 12(4), 255-270. https://doi.org/10.1179/14655 18714Z.00000000047 Hadjichambis, A., Reis, P., Paraskeva- Hadjichambis, D., Cincera, J., Boeve-de Pauw, J., Gericke, N., & Knippels, M. C. (2020). Conceptualizing environmental citizenship for 21st century education. Springer. https://doi.org/10.1007/978-3-030-20249-1 Harrison, R. (Ed.). (2010).Understanding the politics of heritage. London: University Press. Jiménez R., Cuenca J. Mª., & Ferreras M. (2010). Heritage education: exploring the conceptions of teachers and administrators from the perspective of experimental and social science teaching. Teaching and Teacher Education, 26(6), 1319-1331. https://doi.org/10.1016/j. tate.2010.01.005 King, J. E., & Swartz, E. E. (2018).Heritage knowledge in the curriculum: Retrieving an African episteme. Routledge. https://doi.org/10.4324/9781351213233 Lee, W. O., Hao, N., & Zhou, Q. (2020). Heritage education in Central China: Agendas for cultural and inter-cultural citizenship education. In E. J. Delgado-Algarra & J. Mª. Cuenca (Coords.), Handbook of Research on Citizenship and Heritage Education (pp. 218-237). United States: IGI Global. https://doi.org/10.4018/978-1-7998-1978-3.ch011 Martín-Cáceres, M., & Cuenca, J. Mª. (2015). Educomunicación del patrimonio. Educatio Siglo XXI, 33(1), 33-54. https://doi.org/10.6018/j/222491 Moreno-Fernández, O., & García-Pérez, F.F. (2015). Ciudadanía, participación y compromiso con los problemas socio-ambientales: Concepciones del alumnado participante en programas educativos andaluces. Investigación en la Escuela, 86, 21-34. https://doi. org/10.7179/PSRI_2015.26.09 Moreno-Fernández, O. (2017). Environmentalism and citizenship in schools participating in the Eco-Schools Program: Primary school students´ conceptions about social and environmental issues. Croatian Journal of Education, 19, 637-664. https://doi.org/10.15516/ cje.v19i2.1871 389 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 Muñoz, C. E., Vásquez, N., Collao, D. N., Vásquez, G. A., Torres, B., Grandón, C. M., Montanares- Vargas, E. G., & Gutiérrez, K. B. (2020). Heritage education and citizen education in Chile. In E. J. Delgado-Algarra & J. Mª. Cuenca (Coords.), Handbook of research on citizenship and heritage education (pp. 263-284). IGI Global. https://doi.org/10.4018/978-1-7998- 1978-3.ch013 Nocca, F. (2017). The role of cultural heritage in sustainable development: Multidimensional indicators as decision-making tool. Sustainability, 9(10), 1882. https://doi.org/10.3390/ su9101882 Ocal, T. (2016). Necessity of cultural historical heritage education in social studies teaching. Creative Education, 7(3), 396-406. https://doi.org/10.4236/ce.2016.73039 Pais, A., & Costa, M. (2020). An ideology critique of global citizenship education. Critical Studies in Education, 61, 1-17. https://doi.org/10.1080/17508487.2017.1318772 Patrick, J. J. (1992). Heritage education in the school curriculum: Defining and avoiding the pitfalls. National Trust for Historic Preservation. Reyes, J. L., & Méndez, R. (2016). La función educativa de las ciencias sociales en la LOMCE. El ejemplo de la educación patrimonial en la enseñanza primaria. Revista Educación, Política y Sociedad, 1(2), 125-144. Scott, J. (2002). World heritage as a model for citizenship: the case of Cyprus.International Journal of Heritage Studies,8(2), 99-115. https://doi.org/10.1080/13527250220143904 Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 390 Appendix 1. Data acquisition template Subcat. Variables Complexity Level LOE LOMCE RD 1630/2006 EI D 428/2008 EI O 05/08/2008 EI RD 1513/2006 EP D 230/2007 EP O 10/08/2007 EP RD 126/2014 EP D 97/2015 EP O 17/03/2015 EP Category I: Concept of heritage 1. Heritage perspectives Exceptional / monumental I Aesthetics / temporal / diversity II Symbolicidentifying III 2. Types of heritage Natural-historic- artistic I Ethnological / scientifictechnological II Holistic III Category II: Educational uses of heritage 3. Integration into curricular elements Anecdotal use I Additive use II Full integration III 4. Level of disciplinarity Unidisciplinary I Multidisciplinary II Interdisciplinary III 5. Content integration No integration I Simple integration II Complex integration III 6. Purpose of communication Academic I Practicalconservationist II Critical III Category III: Identity and heritage 7. Identity scales Individual I Social II Global III 391 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 Olga Moreno-Fernández Faculty of Educational Sciences University of Seville Calle Pirotecnia s/ n4.81, 41013 Sevilla, Spain [email protected] Maria Puig-Gutierrez Faculty of Educational Sciences University of Seville Calle Pirotecnia s/ n4.82, 41013 Sevilla, Spain [email protected] Mario Ferreras-Listán Faculty of Educational Sciences University of Seville Calle Pirotecnia s/ n4.80, 41013 Sevilla, Spain mferr[email protected] Fátima Rodríguez-Marín Faculty of Educational Sciences University of Seville Calle Pirotecnia s/ n4.79, 41013 Sevilla, Spain [email protected] Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 392 Poučavanje o kulturnoj baštini kao sredstvo obrazovanja građana: analiza aktualnoga obrazovnog zakonodavstva1 Sažetak U ovom se radu prikazuju rezultati istraživanja o ulozi kulturne baštine u obrazovanju građana u sklopu aktualnoga obrazovnog zakonodavstva. Provedena je analiza državnih obrazovnih propisa u Španjolskoj i njihove provedbe u Autonomnoj zajednici Andaluziji, u predprimarnom i primarnom obrazovanju. Korištena je kvalitativna, deskriptivno-interpretativna metoda, a istraživanje je temeljeno na analizi dokumenata. U skladu s tim, pripremljen je niz kategorija podijeljenih u podkategorije, varijable i deskriptore. U rezultatima se ističe potreba nastavka rada na uključivanju kulturne baštine u globalno građansko obrazovanje, za što je neophodno izraditi integrirani kurikul koji se temelji na „relevantnim socio-ekološkim problemima”. Ključne riječi: globalno građansko obrazovanje; istraživanje kurikula; predprimarno obrazovanje; primarno obrazovanje; tipologija baštine. Uvod Jedna od glavnih funkcija koje se pripisuju školskim ustanovama u današnje vrijeme je obrazovanje građana koji su angažirani i kritički promišljaju te koji su sposobni uključiti se u javni život. To je rezultiralo velikim nastojanjima da se učenike osposobi da na odgovarajući način razmišljaju, donose odluke te djeluju kada su suočeni s društvenim i ekološkim problemima koji, na lokalnoj ili globalnoj razini, utječu na naše živote (Castells, 2006; Moreno-Fernández i García-Pérez, 2015; Moreno-Fernández, 2017; Anderson, 2019; Hadjichambis i sur., 2020 ). Sukladno tome, započet je međunarodni projekt STEP u kojemu sudjeluje pet europskih sveučilišta. Dio toga projekta je i istraživanje koje se prikazuje u ovom radu, a koje se temelji na proučavanju obrazovnoga zakonodavstva u Španjolskoj jer se ono 1 Ovaj je rad djelomičan rezultat Erasmus Plus projekta pod nazivom „Građanska pedagogija i obrazovanje nastavnika: koalicija škole, teritorija i zajednice” (broj projekta: 2015-1-IT02-KA201-015190), financiranoga sredstvima Europske unije. 393 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 primjenjuje i u Autonomnoj zajednici Andaluziji, pogotovo kada se radi o kulturnoj baštini i poučavanju i učenju o baštini u sklopu globalnoga građanskog obrazovanja. U današnjem je svijetu poučavanje o baštini besmisleno bez uključivanja građanina kao nasljednika te baštine i bez njegove odgovornosti za prijenos baštine na buduće generacije. Građanin bi se trebao smatrati osobom koja aktivno sudjeluje u obrani i poboljšanju okoliša (a samim time i bitnih društvenih i ekoloških problema) te osobom koja uživa i koja cijeni to bogatstvo kao znak identiteta, bez ikakvih predrasuda. On bi trebao poštivati i cijeniti elemente koji su nastali u drugim kulturama, a koji su neophodni kako bi se građanstvo moglo razumjeti iz „glokalne” perspektive. Stoga je važno provesti u djelo prijedloge o Poučavanju o kulturnoj baštini (Patrick, 1992; Harrison, 2010; Fontal 2012; Martín-Cáceres i Cuenca, 2015; Barghi, Zakaria i Hashim, 2017; King i Swartz, 2018; Lee, Hao i Zhou, 2020) jer su škole primarne društvene institucije u kojima se obrazuju građani (Arthur, Davison i Stow, 2000; Banks, 2007; Broom, 2010; Carr, Pluim i Thesee, 2016; Pais i Costa). Kao obrazovni sadržaj, baština je ključni pojam u obrazovanju globalnih građana i zbog njezina doprinosa izgradnju kulturalnoga identiteta, i zbog njezine važnosti za shvaćanje kompleksnosti suvremenoga društva (Ferreras-Listán, 2013; Güler-Biyikli i Aslan, 2013; Estepa, Cuenca i Martín-Cáceres, 2015; Ocal, 2016). Poučavanje o kulturnoj baštini temelji se na relevantnosti građanskih, etičkih i afektivnih vrijednosti povezanih s očuvanjem i zaštitom elemenata baštine kako u užem kontekstu, tako i u većem teritorijalnom kontekstu. Ono obuhvaća običaje i tradiciju koji pomažu u izgradnji kulturnoga identiteta zajednice te kulturne raznolikosti, bioraznolikosti i georaznolikosti (Scott, 2002; Nocca, 2017; Muñoz i sur., 2020). Također implicira i poštovanje, uvažavanje i empatiju za druge društvene zajednice i drugačije načine života i odnosa prema prirodi. Ovakav zaštitnički i konzervatorski stav ne mora biti u suprotnosti sa svjesnom uključenosti budućih građana u transformaciju društva k održivom razvoju, tj. razvoju koji se temelji na kritičnom ekonomskom planiranju te koji pretpostavlja biocentričnu perspektivu koja uključuje sve vrste na planetu. Ovakav pristup mogao bi intelektualno osposobiti građane za donošenje odluka u kontekstu raznolikoga horizontalnoga upravljanja kako bi se kroz aktivno građanstvo riješili društveni i ekološki problemi u određenim zajednicama. U skladu s tim, neophodno je naglasiti da je analiza obrazovnih standarda koji reguliraju službeni kurikul neizbježno polazište u istraživanju veze između baštine i građanskoga obrazovanja. Analiza tih pravnih tekstova omogućava tumačenje kriterija koje primjenjuju nadležne obrazovne agencije i njihovih stajališta o vezi između baštine i načina na koji se o njoj poučava i uči (Ferreras-Listán i Jiménez, 2013). U skladu s tim odabrali smo tri ključna pitanja na kojima temeljimo ovo istraživanje: 1) Koji se aspekt baštine reflektira u obrazovnim propisima, s obzirom na to da sama definicija baštine obuhvaća višestruke aspekte – antropološki, vremenski, društveno-kritički te identitet (Fontal, 2013)?; 2) Na koji se način pitanja iz područja baštine didaktički koriste? te 3) Kakvu vezu obrazovni propisi stvaraju između baštine i identiteta? Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 394 Dakle, kroz ovo se istraživanje namjerava detaljnije ispitati didaktika obrazovanja o kulturnoj baštini i didaktika građanskoga obrazovanja, kao i njihova integracija u aktualne obrazovne propise. S tim je ciljem provedeno opsežno istraživanje na skupini pravnih tekstova koji reguliraju službene kurikule u našoj zemlji te na načinu njihove prilagodbe u Andaluziji u predprimarnom i primarnom obrazovanju. Naišli smo na slična istraživanja, poput onoga Reyesa i Méndeza (2016), koji su proveli analizu obrazovanja u području kulturne baštine u Organskom zakonu o obrazovanju i Organskom zakonu o unaprjeđenju kvalitete obrazovanja. Ova je analiza pokazala da je obrazovna uloga kulturne baštine primjer propuštene prilike, s obzirom na didaktički potencijal koji kulturna baština ima za kritički pristup proučavanju prošlosti, o kojemu se neprekidno govori. Ciljevi i metodologija istraživanja Svrha i metodološki pristup Kako bi se ostvarili ciljevi postavljeni u ovom istraživanju, primijenjena je presječna i strukturirana metoda (Cuenca, 2002; Estepa i Cuenca, 2006), pomoću koje je provedena deskriptivno-interpretativna analiza unutar kvalitatitvne paradigme. Dizajn istraživanja temeljen na hipotezi progresije primijenjen je na didaktiku kulturne baštine te na planiranje istraživanja i analize rezultata u skladu sa sustavom kategorija koji se također temelji na hipotezi progresije obrazovanja o kulturnoj baštini (Cuenca, 2002). U istraživanju je korištena i analiza dokumenata koju Bisquerra (2009) opisuje kao sustavnu aktivnost koja se sastoji od analize već napisanih dokumenata. Na temelju ovih premisa može se zaključiti da se radi o istraživanju dokumenata koje ima deskriptivno-interpretativni karakter i u kojemu je naglasak na kvalitativnoj analizi. Kako je već navedeno, analiza je kvalitativnoga karaktera, a provedena je u dvije faze. Prva faza temelji se na semantičkom polju konstruiranom oko glavnoga termina ili ključne riječi „baština” (Tablica 1). Podatci su obrađeni pomoću Atlas.ti računalnoga programa (v. 7). Tablica 1 Prva faza sastojala se od pronalaženja ključne riječi i skupine riječi koje tvore zadano semantičko polje u dokumentima. U ovom početnom istraživanju uzete su u obzir samo „informacijske jedinice” (dobivene pomoću tehnika analize sadržaja) koje su relevantne za istraživanje. Dakle, frekvencija termina izračunata je na temelju informacijskih jedinica, a ne na temelju riječi. Druga faza istraživanja sastojala se od detaljnije analize informacijskih jedinica. One su kategorizirane prema prethodno definiranom sustavu kategorija u radnom predlošku. Taj sustav kategorija korišten je kao filter u prikupljanju i prikazivanju „općeg trenda” koji se mogao pronaći u svakom pravnom tekstu. 395 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 Uzorak Obrazovni sustav u Španjolskoj reguliran je kroz Organske zakone koji uspostavljaju opći okvir djelovanja te određuju način na koji se obrazovanje shvaća i organizira na cijelom teritoriju Španjolske. Iz toga općega okvira stvara se skupina pravnih tekstova koji omogućavaju razvoj sustava i koji ga određuju i na nacionalnoj i na regionalnim razinama. Dakle, kurikul različitih obrazovnih ciklusa prvo se određuje u Kraljevskim dekretima na državnoj razini, a zatim u Dekretima i Naredbama na regionalnoj razini, koji omogućavaju prilagodbu kurikula za svaki obrazovni ciklus posebnostima pojedine regije (Slika 1). Ta skupina dokumenata čini uzorak u ovom istraživanju. Slika 1. Uzimajući u obzir ovaj opći okvir, u Tablici 2 navodimo popis skupine pravnih tekstova koje smo odabrali za analizu kurikula, a koji se odnose na predprimarni i primarni ciklus obrazovanja. Tablica 2. Drugi aspekt koji treba naglasiti prije nego što krenemo u samu analizu jest način na koji su ta dva analizirana obrazovna ciklusa organizirana. Predprimarno obrazovanje namijenjeno je djeci od rođenja pa do šeste godine starosti. Podijeljeno je u dva trogodišnja ciklusa i nije obvezno. Područje Znanje o okolišu najbliže je temi našega istraživanja. Organski zakon o unaprjeđenju kvalitete obrazovanja nije predvidio nikakve strukturne promjene u predprimarnom obrazovanju. Primarno obrazovanje obuhvaća šest školskih godina za djecu starosti od šest do dvanaest godina. Organski zakon o unaprjeđenju kvalitete obrazovanja dijeli primarno obrazovanje na šest razreda. Ovaj ciklus obrazovanja je obavezan i besplatan. Vještine imaju važnu ulogu u kurikulnim elementima ovoga ciklusa obrazovanja. Drugi važan aspekt je organizacija nastave prema različitim materijalima ili predmetima. Među te predmete Organski zakon o obrazovanju (2006) po prvi put uvrstio je Građansko obrazovanje, ali ga je Organski zakon o unaprjeđenju kvalitete obrazovanja (2013) eliminirao kao zaseban predmet i zamijenio drugim predmetom, pod nazivom Društvene i građanske vrijednosti. Nadalje, Organski zakon o unaprjeđenju kvalitete obrazovanja podijelio je predmet Znanje o prirodnom, društvenom i kulturnom okolišu na dva različita predmeta – Prirodne znanosti i Društvene znanosti. Ovaj drugi predmet sadrži više elemenata za naše istraživanje. Na kraju, trebalo bi istaknuti da, u uobičajenoj obrazovnoj praksi, nastavnici koriste kurikulne materijale (udžbenike) koji su rađeni prema Dekretima o obrazovanju, ali ne obrađuju detaljno aspekte navedene u Naredbama, a koji bi mogli rezultirati boljim planiranjem nastavnih aktivnosti. Stoga, iako je široko i kompleksno, obrazovno zakonodavstvo u Španjolskoj u većini je slučajeva postalo niz deklaracija o ciljevima koji uopće nisu povezani sa stvarnom nastavnom praksom koja uglavnom još uvijek prati logiku tradicionalne školske kulture. Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 402 g) Obrazovanje za poštivanje i prepoznavanje španjolskoga jezičnoga i kulturnoga pluraliteta i multikulturalizma kao elementa koji obogaćuje društvo. (Organski zakon o obrazovanju, str. 17165) Kada govorimo o predprimarnoj razini obrazovanja, u Dekretu 428/2008 nisu pronađene informacijske jedinice koje se odnose na ovu varijablu, no u Kraljevskom dekretu 1630/2006 i Naredbi od 5. kolovoza 2008. svrha komunikacijskoga procesa može se shvatiti iz praktično-konzervatorske perspektive (3. razina kompleksnosti), što se može vidjeti u sljedećem odlomku: […] Potrebno povezivanje djece s kulturnim okružjem provest će se kroz njihovo aktivno sudjelovanje u kulturnim događanjima koja su tipična za našu okolinu. Tako će se približiti različitim načinima govora, tj. andaluzijskim jezičnim obrascima, običajima, stilu života i oblicima društvenoga organiziranja, festivalima, proslavama, kulturnim proizvodima poput folklora te će produbiti svoje znanje i cijeniti te manifestacije. Na isti će način percipirati mnoštvo običaja, stilova života i kulturnih manifestacija koje postoje u našem društvu te će ih tako bolje razumjeti i poštivati. (Naredba od 5. kolovoza 2008., str. 37) Na primarnoj razini obrazovanja, kao i u Općim zakonima o obrazovanju i pravilnicima koji se odnose na predprimarnu razinu obrazovanja, uočili smo da svrha komunikacijskoga procesa zabilježena u analiziranim dokumentima odgovara praktično-konzervatorskoj perspektivi (2. razina kompleksnosti), iako postoje nijanse jer se u Kraljevskom dekretu 1513/2006, Dekretu 230/2007, Dekretu 97/2015 i Naredbi od 17. ožujka 2015. neke informacijske jedinice mogu smjestiti na 3. razinu. 3. kategorija: Identitet i baština Treća kategorija analizira vezu između elemenata baštine koji se pojavljuju u analiziranom obrazovnom zakonodavstvu i osjećaja identiteta koji ljudi imaju (Tablica 9). Što se tiče 7. podkategorije, Skala identiteta, u Općim zakonima nisu pronađene nikakve reference koje bi pružile bitne informacije u ovom području, a isto vrijedi i za Dekret 428/2008 za predprimarno obrazovanje. Međutim, u Kraljevskom dekretu 1630/2006 i Naredbi od 5. kolovoza 2008. koji se odnose na predprimarno obrazovanje, informacijske jedinice nalaze se na drugoj razini kompleksnosti te se referiraju na prepoznavanje simboličke i identifikacijske vrijednosti elemenata baštine s obzirom na njihov „medij”: […] Znanje o kulturnoj baštini društva u kojemu žive, kod djece doprinosi izgradnji vlastita osobnoga identiteta, jača i definira njihov osjećaj pripadnosti određenom društvu i kulturi. Iz toga se područja približavaju prepoznavanju nekih znakova kulturnoga identiteta, poznavanju nekih značajnih kulturnih proizvoda našega medija, smatraju ga važnim te stječu interes za aktivnim sudjelovanjem u društvenim i kulturnim aktivnostima. (Naredba od 10. kolovoza 2007., str. 9) Tablica 9. 403 Croatian Journal of Education, Vol.23; No.2/2021 , pages: 371-404 Što se tiče pravnih tekstova koji reguliraju kurikul primarnoga obrazovanja, uočili smo da u svim tekstovima na kojima se temelji Organski zakon o unaprjeđenju kvalitete obrazovanja ponovno prevladava društvena perspektiva. Međutim, u dokumentima na razini države i u onima na andaluzijskim regionalnim razinama koji su bitni za izradu Zakona o obrazovanju pojavljuje se globalna perspektiva. Stoga se ti dokumenti mogu smjestiti na srednji stupanj, između razine II. i razine III. Zaključak U analiziranim obrazovnim standardima postoji dvostruka vizija o tome iz koje bi se perspektive trebala konceptualizirati kulturna baština. Stoga se izmjenjuju dokumenti s označenom estetičkom, vremenskom i raznolikom perspektivom (ono što smo smatrali da pripada drugoj razini kompleksnosti) i oni u kojima prevladava simboličko-identifikacijska perspektiva (treća razina kompleksnosti). Uz to, moramo spomenuti da se ističe prirodno-povijesno-umjetnička vrsta baštine. To doseže višu razinu kompleksnosti (etnološku, znanstveno-tehnološku) u nekim dokumentima o predprimarnom obrazovanju i u nekima koji sačinjavaju pravni okvir za izradu Organskoga zakona o unaprjeđenju kvalitete obrazovanja za primarno obrazovanje u Andaluziji. Uzimajući u obzir primjenu baštine u obrazovanju, moramo zaključiti da prevladava sumativna integracija sadržaja (prva razina kompleksnosti). Neki dokumenti, međutim, pokazuju korak prema višoj razini kompleksnosti (sumativna uporaba baštine), a u samo dva dokumenta (koji se odnose na predprimarno obrazovanje) možemo govoriti o punoj integraciji (razina III.). Slično tomu, razina disciplinarnosti ovisi o razini obrazovanja. Pravni tekstovi koji reguliraju primarno obrazovanje ističu multidisciplinarnu viziju baštine, dok oni koji reguliraju predprimarno obrazovanje ističu interdisciplinarnu viziju te smatraju baštinu svojevrsnom presječnom temom. Slično vrijedi i za integraciju sadržaja. Dok je u predprimarnom obrazovanju moguće prepoznati punu integraciju sadržaja (treća razina kompleksnosti), u primarnom obrazovanju prepoznata je samo jednostavna integracija (druga razina kompleksnosti). Kada govorimo o svrsi komunikacijskoga procesa, možemo primijetiti da postoji veća doza uravnoteženosti jer je u svim pravnim tekstovima izražena praktičnokonzervatorska tendencija (druga razina kompleksnosti). U mnogim tekstovima koji reguliraju primarno obrazovanje postoje reference na kritičnu svrhu procesa (treća razina kompleksnosti). Odnos koji nastaje između identiteta i baštine sličan je u većini analiziranih dokumenata, no postoje neke razlike. Iako prevladava skala društvenoga identiteta, mogu se pronaći i određene reference na globalnu skalu identiteta u pravnim tekstovima koji reguliraju primarno obrazovanje prema Organskom zakonu o unaprjeđenju kvalitete obrazovanja (treća razina kompleksnosti). Činjenica koju moramo istaknuti kao značajnu nakon provedene analize je smještaj većine informacijskih jedinica oko specifičnih predmeta ili područja kurikula. Tako Moreno-Fernández, Puig-Gutierrez, Ferreras-Listán and Rodríguez-Marín: Heritage Education as a Vehicle ... 404 se u predprimarnom obrazovanju ističe područje Znanje o okolišu – točnije, Blok 3 sadržaja pod nazivom „Život u društvu i kulturi”, u kojemu se navodi da bi se učenici trebali približiti društvenom okruženju u kojemu žive te naučiti kako se u njemu kretati i aktivno sudjelovati. U primarnom obrazovanju, u Organskom zakonu o unaprjeđenju kvalitete obrazovanja, većina informacijskih jedinica koje se odnose na baštinu smještena je oko područja Znanje o mediju. Međutim, u Organskom zakonu o unaprjeđenju kvalitete obrazovanja, ova su pitanja uglavnom smještena u područje Društvenih znanosti koje je odvojeno od Prirodnih znanosti te stoga gubi interdisciplinarnost koja je prvobitno bila cilj u predmetu Znanje o prirodnom, društvenom i kulturnom okolišu. Vidjeli smo kako je teško integrirati presječne teme zbog strukture tradicionalnoga školstva koje je iznimno usredotočeno na discipline. Stoga, kako bi se obrazovanje o baštini integriralo u opći obrazovni kontekst, s ciljem obrazovanja globalnih građana, neophodno je izraditi integrirani kurikul na temelju „važnih društvenih i ekoloških problema” umjesto na temelju „tradicionalnih školskih predmeta” (García-Pérez, Fernández-Moreno i Rodríguez-Marin, 2015). To je obrazovna alternativa usmjerena na poučavanje o građanskim vještinama kroz integraciju ciljeva, sadržaja i metoda u skladu s aktualnim obrazovnim potrebama. Ukratko, sve navedeno upućuje na izradu kurikula s osnovnim ciljevima koji su eksplicitno povezani s transformacijom društva, sa sadržajem koji prati važne društvene i ekološke probleme, koji zahtijeva metode istraživačkoga učenja, u kojemu je evaluacija zamišljena kao analitički proces, a izobrazba nastavnika usklađena s ovakvim modelom kurikula.