A. José Farrujia de la Rosa

This paper examines, focusing on the Indigenous period, how colonial epistemologies have shaped archaeology, museum display, and formal education in the Canary Islands, asking how coordinated legal, institutional, and pedagogical reforms can disrupt this “colonial library.” Drawing on a documentary corpus and a purposive sample of textbooks, the study uses thematic document analysis to identify recurrent narrative frames that marginalize Indigenous perspectives. Framed by decolonial theory and the concept of the colonial library, the paper analyses museological and curricular mechanisms of reification and presents the educational project Memorias Guanches package as a school based intervention for primary and secondary students, and as a practical example of decolonial pedagogy, that aligns classroom activities with heritage governance instruments and museum practices. Findings point to persistent Eurocentric framings, but also to institutional openings (legal reform, exhibition revisions). The article concludes with a discussion of future tasks.

En el contexto actual de la educación universitaria, y particularmente en el ámbito de la innovación educativa, se han implementado estrategias docentes centradas en el alumnado. Estas buscan superar el modelo tradicional de clase magistral y fomentar su participación activa y colaborativa. Este capítulo presenta los resultados de tres etapas desarrolladas durante tres cursos académicos (2019-20, 2020-21, 2021-22) en el marco de un proyecto de investigación, innovación y transferencia educativa entre la Universidad de La Laguna (ULL) y la Universidad Autónoma de Baja California (UABC). El mismo se basó en el trabajo cooperativo del alumnado de los grados de maestro/a en educación primaria de ambas universidades mediante un entorno colaborativo virtual. La principal innovación del proyecto radica en la integración de herramientas digitales en el proceso de enseñanza-aprendizaje y en el trabajo interuniversitario en línea.

El presente artículo tiene por objetivo analizar la concepción que tiene el alumnado universitario de magisterio sobre el patrimonio y su didáctica a partir del análisis de itinerarios didácticos diseñados mediante la selección de iconos patrimoniales urbanos. El proyecto se basó en el trabajo interuniversitario entre el alumnado de los grados de primaria e infantil de ambas universidades, con el objetivo de desarrollar una propuesta de itinerario didáctico patrimonial con características homólogas para las ciudades de ANONIMIZADO y ANONIMIZADO, destinada al alumnado de 5 a 6 años. Después de seis semanas de trabajo conjunto y telemático, se recogieron los itinerarios elaborados y se procedió a vaciar sus características. Mediante la estadística descriptiva observamos que en los itinerarios diseñados, el alumnado prioriza para un uso didáctico el patrimonio monumental y escasamente considera otros tipos patrimoniales. Asimismo, desde el punto de vista didáctico, se observa que en las propuestas del alumnado abundan los modelos clásicos de guiaje y el uso de fichas. No obstante, frente a esta tendencia de corte más tradicional, se aprecia la integración de áreas curriculares diversas, lo que evidencia un uso educativo del entorno interdisciplinar. En conclusión, los resultados permiten evidenciar el peso que el turismo cultural y los contenidos de los libros de texto tienen en los itinerarios patrimoniales diseñados, aun cuando hay un esfuerzo por realizar con ellos un trabajo interdisciplinar.

In this article we present the results of an innovation and educational transfer project developed between the University of La Laguna and the Autonomous University of Baja California. This project was based on the active and cooperative work of students from the primary school teaching degrees of both universities, using a virtual collaborative environment. The main educational aim was for university students to critically analyse an educational tool that is very present in the teaching of Social Sciences, such as the textbook, to work with a controversial heritage such as the indigenous, and to enrich their conception of cultural heritage. To this end, a didactic sequence was designed in three phases (planning, design and preparation of reports and evaluation), encouraging active learning and the use of virtual environments. In order to evaluate the general results of the project, a questionnaire was drawn up with open and closed questions to ascertain the perception of the participating students. From the data obtained, it can be seen the need to relate heritage education to the immediate political, ideological and economic reality, so that trainee teachers develop reflective and critical thinking and become aware of the role of education in the transformation of reality. In short, this project demonstrates the need to put into practice educational, pedagogical and technological resources that make active learning possible for students, based on the critical analysis of textbooks from the didactics of the Social Sciences.

In the following paper, we present some general results of an innovative teaching experience carried out by the University of La Laguna (ULL) and the University of Barcelona (UB). The project took place during a 6-week period by applying for cooperative work among early childhood (n = 109) and primary (n = 86) education trainee teachers in a selected virtual environment (ULL). One of the key aspects was the inter-university student’s grouping among both bachelor programs (early childhood and primary). The project had two main aims, which are as follows: (1) to familiarize students with heritage itineraries as key tools for the teaching of Social Sciences and (2) to develop professional competencies related to the coordination of teachers among educational levels, teaching, and learning strategies when using historical heritage and improving digital competencies. To achieve these aims, a three-phase intervention was designed (planning, design, and evaluation), all including active learning and the use of local environments as a teaching resource. To investigate the outcomes of the project, two sources of data were analyzed, namely, the results of a rubric and an opinion questionnaire (Cronbach’s α = 0.693), applied pre- (n = 185), and post- (n = 152) intervention. The descriptive statistical analysis was carried out with the Statistical Package for the Social Sciences (SPSS; v. 22) showing the positive learning outcomes of the participants. The rubric’s results showed that collaborative work and skills development scored higher, while contents of Social Sciences and the handling of heritage itineraries as teaching strategies were correct but lower than the other parameters analyzed. The questionnaire showed a positive perception of working together in consecutive educational levels and of the uses of digital technology for collaborative work but also indicated some difficulties regarding group organization, especially in the first weeks. The main results of the project highlight several aspects. (1) The need to apply pedagogical, technological, and educational resources to promote active and meaningful learning in future teachers. (2) The need to use virtual environments as learning and communication spaces in inter-university contexts, and (3) the importance of using local environments as scenarios for teaching Social Sciences.

El análisis de los libros de texto de la educación obligatoria, desde la Didáctica de las Ciencias Sociales, es una corriente que se ha ido consolidando en España en las últimas décadas. Este monográfico se inserta en esta línea de investigación, en particular en la temática del patrimonio cultural y el género. El volumen cuenta con siete capítulos en los que participan profesores/as de seis universidades españolas, vinculados a los principales grupos de investigación en el campo de la manualística. Teniendo en cuenta que el patrimonio cultural y la igualdad de género se deben enseñar desde la educación reglada, tal y como se propone en los currículos de Primaria y Secundaria, y siendo conscientes de sus potencialidades educativas, este libro persigue valorar el tratamiento didáctico que la educación patrimonial y el género reciben en los libros de texto de Ciencias Sociales y de Geografía e Historia. De forma paralela, se cuestiona si el objetivo implícito de estos materiales didácticos es el conocimiento del patrimonio o si se persigue igualmente que el alumnado lo comprenda y valore; si los manuales permiten que los discentes entablen relaciones de identidad con su patrimonio inmediato, es decir, que lo sientan como propio. También se reflexiona sobre si el patrimonio cultural y la Historia que se abordan en la educación obligatoria pueden contribuir al desarrollo de una identidad que esté relacionada con la evolución histórica autonómica y nacional, así como con la conciencia sobre el discurso de género. En suma, estamos ante un volumen que persigue valorar qué conciencia histórica, patrimonial e identitaria se está creando entre el alumnado en una etapa fundamental como la de la escolarización obligatoria, a partir del uso del libro de texto.

This paper examines how Eurocentric and colonial assumptions that until recently guided the handling of human remains in archaeology and museography are now regarded as problematic, focusing on the situation on the Canary Islands, which has recently passed new legislation (Canary Islands Law 11/2019) on cultural heritage that includes an amendment on human remains. Museums in the Canary Islands continue to display Indigenous bones and embalmed bodies in glass cases, and bone material is even used in contemporary art installations. The paper examines the new law in relation to the ICOM Code of Ethics for Museums as well as other ethical and legal frameworks that address the issue of human remains. We also draw attention to the role of politics, social scientists and society in this debate.

In this article we analyze the didactic approach for the Canarian archaeological heritage from the indigenous period within the Primary textbooks of Social Sciences in the Canary Islands, paying also attention to the representation of gender. From a qualitative and quantitative approach, focused on the textbooks from four different publishers, and within the framework of LOMCE, our research analyzes what is considered archaeological heritage in teaching, how and what is taught, and what is the role of women in the historic fact and in the educational content. The main results show the predominance of the androcentric cultural hegemony, the reproduction of Eurocentric views, the absence of an explicit definition for the archaeological remains and, therefore, for the concept of heritage. This panorama presents clear affinities with the one documented in other parts of Spain.