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Se parte de una perspectiva de la educación patrimonial de carácter interdisiciplinar, simbólica-identitaria, sociocrítica, constructivista y sistémica. El objetivo de la investigación consiste en detectar las buenas prácticas que se desarrollan en los centros educativos para trabajar el patrimonio en conexión con los centros patrimoniales. Se diseñan instrumentos de obtención de información (entrevistas y hojas de registro) y tablas de categorías para el análisis de los datos obtenidos. Con estos instrumentos se analizan las exposiciones y observaciones de experiencias educativas en centros patrimoniales de diversa tipología (históricos, artísticos, etnológicos, científicos y de la naturaleza) de los países que participan en la investigación (España, Portugal, Italia, Argentina, Chile y Estados Unidos). A partir de la información obtenida en este proceso, se determinan criterios básicos de buenas prácticas que permiten el diseño de propuestas educativas, su experimentación y evaluación en las que se interconectan las intervenciones didácticas en centros docentes y patrimoniales. Los resultados evidencian los aspectos clave para desarrollar propuestas de buenas prácticas en educación patrimonial, partiendo de las conexiones entre la conformación de la identidades, la educación emocional y la inteligencia territorial, para abordar la formación de una ciudadanía participativa, crítica y reflexiva en el alumando de enseñanza secundaria obligatoria.Palabras clave: Educación Patrimonial, Formación ciudadana, Identidad social, Inteligencia territorial, Educación emocional.

Education of citizens to understand, address and resolve current social and environmental issues calls for a new professional profile that is more reflective, investigative, and critical of the teaching staff and which modifies the predominant, more traditional teaching methodologies. For this reason, we consider it essential that future teachers responsible for all subjects in which heritage is a relevant educational component should have appropriate training in these key concepts, in relation to heritage, emotions, identities, citizenship, and the approach to relevant socio-environmental problems. The study developed here analyses different end-of-degree projects (undergraduate and master’s degrees) carried out by teachers in initial training for Primary and Secondary Education. In their training process, they have addressed different criteria that are considered key to carry out didactic proposals for citizenship education based on heritage, from the perspective of determining good practices in the teaching and learning processes of the social sciences. The approach of this research is characterized by a qualitative methodology, through a documentary study, in which the materials produced by teachers in initial training are examined by analytical categories of this study: Why teach about heritage? What is taught about heritage? How is it taught? What relations are established between emotional intelligence and heritage? What relationships are established between territorial intelligence and heritage? In this study, the importance of the connection between educational research and innovation processes for the training of teachers in the field of heritage education with respect to education for citizenship has been highlighted. The connections of heritage with citizenship education and the potential involved in working on emotional and territorial intelligence have been highlighted too. However, it has been evidenced that it is necessary to go much further into the implementation of the approach to territorial intelligence in which the citizenry should be involved through shared management of heritage.

Educación ciudadana, patrimonio y memoria en la enseñanza de la historia: estudio de caso e investigaciónacción en la formación inicial del profesorado de secundaria 1 Citizenship education, heritage and memory in the teaching of history: case study and action research in the initial training of HighSchool Education teachers

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