Portomarínla memoria herida de un desarraigo
- 1 Universidad de Santiago de Compostela, España
ISSN: 1575-0965
Ano de publicación: 2019
Título do exemplar: Competencias sociales para una ciudadanía democrática: análisis, desarrollo y evaluación
Volume: 22
Número: 2
Páxinas: 95-110
Tipo: Artigo
Outras publicacións en: Revista electrónica interuniversitaria de formación del profesorado: REIFOP
Obxectivos de Desenvolvemento Sustentable
Resumo
Formal heritage education does not usually incorporate people’s experiences. Coming into contact with a community which lives in continual conflict with its own heritage offers a different perspective of that legacy. In order to verify this, a study was carried out with a group of trainee primary education teachers. Two subgroups were formed, one of which (the experimental group) was immersed in a place with an uncomfortable heritage issue in order to ascertain whether their perceptions were modified in comparison to the other group (the control group), which did not have this experience. The study was carried out in the town of Portomarín (Lugo), which was flooded in 1969 due to the construction of a dam and rebuilt on higher ground with some buildings being transferred brick by brick. As part of this process, the residents of the town were forced to revise their local history and their identification with their own heritage. Both quantitative and qualitative methods have been used to analyse changes in perceptions and differences in discourse between those who came into contact with the area in question and those who did not. The results appear to confirm that contact with a problematic context develops the capacity for empathy and critical argumentation of trainee teachers and modifies their idea of how to approach the practice of their profession.
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