The Sustainable Development Goals set by the United Nations in the 2030 agenda point out the need to safeguard cultural heritage and the importance of convergence towards quality education. Through different museum projects (between 2010 and 2021), the DIDPATRI research group of the University of Barcelona has developed heritage museum models following sustainability parameters. The lines of work have been based on the use of previous museum cultures (integrating existing models) to respond to the needs of the present. The working hypotheses have raised the need to build a new social museography around the historical heritage, which can respond to the social demands of citizen education and sustainability. Museography should be oriented to formal and non-formal teaching-learning environments. Social museography must be based on the understanding of historical heritage in broad sectors of the public as well as on the participation of social agents, civil society, and the scientific community. Social museography must be based on the enhancement of heritage resources (tangible or intangible) in a way that is compatible with sustainable development options; it must be built with the support of protocols that consider production costs that are consistent with the economic and social resources available and with the reasonable use of complex technologies. This desire for research (on the paths of a new social museography) has been channeled through the development of research and transfer projects. The results obtained have generated empirical models that have contributed (methodologically) to the development of museographic options that respond to emerging demands in the environment of historical-archaeological heritage.

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La Batalla de l’Ebre (1938) va ser la més decisiva de la Guerra Civil espanyola. La desfeta de l’Exèrcit Popular va provocar l’ocupació de Catalunya i la victòria definitiva de les forces del general Franco sobre la República espanyola. Els vencedors van ubicar sobre el camp de batalla monuments per escenificar la seva victòria, però les accions de patrimonialització van tenir un desenvolupament limitat, mentre que la II Guerra Mundial i el seu desenllaç van obrir perspectives incertes per al règim del general Franco. La mort del dictador l’any 1975 va provocar canvis polítics a Espanya, i els espais històrics de la Batalla de l’Ebre van conèixer noves intervencions a l’entorn del seu patrimoni, subsidiàries dels imaginaris socials i polítics del procés de democratització. Nous monuments i instal·lacions museals convidaven a una interpretació de la batalla compatible amb l’imaginari de reconciliació desenvolupat pel nou règim constitucional. Dècades després dels combats, la batalla de l’Ebre continuava, però ara la pugna s’establia entre models i accions per fixar la memòria al territori, a partir d’intervencions patrimonials, museus, monuments i escultures. En el context d’emergència democràtica de principis del segle XXI, les iniciatives de la societat civil, sumades a les dinàmiques de recerca i socialització del coneixement impulsades en clau d’història pública i arqueologia pública, obrien noves perspectives en la recuperació d’una memòria republicana de la batalla. En aquest context destaquen les iniciatives del grup de recerca «Didàctica del Patrimoni» (DIDPATRI) de la Universitat de Barcelona. L’estudi aproxima les diferents fases d’apropiació, en clau de memòria històrica, del camp de batalla de l’Ebre, i les iniciatives i casuístiques principals de patrimonialització generades, al seu entorn, en els diferents moments històrics.

The audiovisual narrative is a widely used resource in the presentation of diverse historical content. Historical recreation, thanks to its ability to generate images of the past, when combined with the use of emerging digital technologies (CGI, computer-generated imagery), allows optimization of audiovisual narratives that present images and contexts of the past and its heritage. From a perspective of promoting historical thought, high school and higher education students can take part in initiatives of historical recreation (in the key to service learning). This process allows its incorporation into the production of educational history products, which can be reapplied in formal and non-formal teaching–learning spaces. The experience developed by the DIDPATRI group (Heritage Didactics) of the University of Barcelona (2017–2021), based on projects set in the health problems of the Spanish Civil War, has generated guidelines for the development of a digital audiovisual narrative of didactic character based on activities of historical recreation and service learning in contexts of public history and archeology.