El arte de incluirvincular la escuela con el entorno desde la educación no formal

Resumen

This thesis, framed within the framework of educational ethnography, focuses on investigating the perception of teachers and students of Infant and Primary Education in the municipality of Alcantarilla (Murcia), about an intervention programme, called CulturaDos project, for the study of heritage from non-formal education, which links the school with the territory, with an intercultural and inclusive approach. The objectives of the study were: 1. To analyse how students and teachers value the academic benefits of the intervention programme for the study of heritage through non-formal education, in order to link the school to the territory and its inclusion in the school curriculum. 2. To check whether the intervention programme, in addition to favouring the heritage teaching-learning process, contributes to community building within an intercultural and inclusive education. 3. To verify whether the programme of intervention from museum environments for the study of local cultural heritage, interlinking the contents of the subjects and their evaluation, provides the markers in terms of its effectiveness in complementing the school curriculum, while at the same time favouring the formation of multicultural identities and democratic citizens, offering a guarantee of improvement. A mixed methodology has been used, using the questionnaire as the main instrument for collecting quantitative data, which have been analysed with the SPS. 24 statistical programme. In addition, for the content analysis of the qualitative data obtained from the open-ended questionnaires, the field diary, the students' essays and drawings, and photographs and videos, the Atlas ti.7 programme was used, which allowed the triangulation of the results to enrich the study. These data were collected during the intervention programme, developed in the Ethnological Museum of the Huerta de Murcia (Alcantarilla), from 2018-2020. It involved 69 teachers and 1167 students from seven schools in the municipality. The most relevant results derived from the first objective indicate that the activities of the intervention programme for the study of cultural heritage, through non-formal education, have served to complement the school curriculum, and are presented as an effective strategy for linking the school with its environment. In relation to the second objective, the effectiveness of this type of activities carried out by socio-educational entities in the museum environment, in collaboration with educational centres, has been verified in order to promote meaningful relationships between classmates, and also with adults. They generate affective relationships of support and favour the enrichment and development of a culture shared by the whole community. With regard to the third objective, although it is included in the school curriculum, there is a lack of knowledge of their own cultural heritage and that of other cultures among pupils, who are receptive and willing to learn. Teachers also indicate a lack of training in this subject, although they consider that the activities of the intervention programme for the study of heritage contribute to acquiring new knowledge that complements other knowledge studied at school, as well as favouring interrelationships between classmates, regardless of their origin, religion and culture. In conclusion, it is confirmed that certain limits and conditions persist that impede the social practices of those involved, since the educational system does not offer the possibility of establishing dialogue and horizontal relations for mutual learning. However, it is tested that the collaboration of the educational centre with the socio-cultural agents of the environment, using the teaching of cultural heritage as a learning strategy, contributes to the integral development of the students. As a proposal for improvement, greater collaboration is proposed between the school and the socio-cultural agents in the surrounding area, in order to design appropriate strategies based on joint collaborative projects.