Controversial heritage in secondary school textbooks: a documentary analysis

Abstract

In recent years, research in heritage education has yielded results that show its great relevance in the teaching and learning processes in Compulsory Secondary Education, the question is that an effective heritage teaching allows the literacy of the students. Currently, there is a new vision of heritage that allows to work on it from the controversy, considering that it can help both to create it, and to resolve it, thus promoting the critical and democratic development of students. In this way, with this article we intend to describe the presence and transmission of controversial heritage in the books of E.S.O. of the autonomous community of Andalusia. Through the analysis of four manuals, from the same publisher, we have compiled information and completed some grids based on progression hypotheses, already validated in other studies, and which will allow us to classify the data from a simple level (I), to a desirable (III), going through an intermediate one (II). In this way, it is manifested that controversial patrimonies hardly have a place in these textbooks, being treated from this new vision, mainly, in the contents that could be considered as "complementary", compared to those main ones that we could call "development", where they hardly work. Therefore, with the present study, we have sought to delve into this new perspective of controversial heritage and contribute what vision the E.S.O. in Andalusia, in order to improve and optimize the teaching and learning of heritage.