Publication: La educación en paisaje en el Grado de Maestro de Educación Primaria: una propuesta de modelo didáctico
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2018-10-04
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Universidad Complutense de Madrid
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Abstract
El presente trabajo de investigación parte del concepto de paisaje que adopta el Convenio Europeo del Paisaje (CEP), aprobado por el Consejo de Europa en 2000 y que entró en vigor en 2004, y de la necesidad que el mismo plantea acerca de la educación, con el fin de contribuir a la formación de una sociedad que valore y demande paisajes de calidad, pues estos desempeñan un importante papel de interés general en los campos cultural, ecológico, medioambiental y social. Por ello, el paisaje ha pasado a formar parte de los contenidos curriculares de las diferentes etapas educativas, incluida la Educación Primaria. Por lo tanto, es necesario formar a los futuros maestros en cuestiones de paisaje, en primer lugar para que ellos se sensibilicen y desarrollen aptitudes de respeto y valoración. En segundo lugar, para dotarles de las herramientas y conocimientos necesarios para llevar a cabo la educación en paisaje de sus futuros alumnos, pues entendemos este proceso como la primera actuación a emprender para alcanzar los objetivos planteados por el CEP. La investigación comenzó por determinar cuáles eran los conocimientos y sentimientos que sobre el paisaje portaban los alumnos antes de cursar las asignaturas de Geografía del Grado de Formación de Maestros de Educación Primaria de la Universidad Complutense de Madrid y cuáles al finalizar estas. Los datos obtenidos reflejaron la necesidad de un cambio en el modelo a través del cual impartíamos las clases de didáctica de la Geografía. Ante esta realidad planteamos un modelo didáctico cuyo objetivo es alcanzar tanto la sensibilización como la formación en materia de paisaje. El modelo que proponemos supone una transposición didáctica de los métodos científicos de análisis e interpretación de los paisajes, desarrollado en base a unos contenidos procedimentales geográficos y a la realización de actividades a partir de diversos recursos. Como resultado, el modelo permite deducir tanto una diagnosis como una prognosis, cuya finalidad es plantear acciones para la conservación y/o mejora del paisaje. Los resultados obtenidos, tras tres años de implementación del modelo en las asignaturas de Fundamentos y Didáctica de la Geografía y Geografía de España y su Didáctica, han sido sumamente positivos. Los trabajos realizados por los alumnos en torno al paisaje han demostrado que estos adquieren una visión holística del, entendiendo sus componentes antrópicos y físicos en su contexto de relaciones, desarrollando además destrezas en el manejo de las herramientas propias de la ciencia geográfica como la cartografía y, por último, una sensibilización acerca del valor que suponen los paisajes para la sociedad, entendiendo que tan sólo son depositarios de ese valor, por lo que es tarea de todos legarlos de la mejor manera posible a las generaciones que están por venir.
This research is based on the concept of landscape adopted by the European Convention on Landscape (CEP), approved by the Council of Europe in 2000 and entered into force in 2004, and the need for it in terms of education, in order to contribute to the formation of a society that values and demands quality landscapes, since they play an important role of general interest in the cultural, ecological, environmental and social fields. Therefore, the landscape has become part of the curricular contents of the different stages of education, including Primary Education. Therefore, it is necessary to train the future teachers in landscape matters, firstly so that they become sensitized and develop skills of respect and appreciation. Secondly, in order to equip them with the necessary tools and knowledge to carry out landscape education for their future students, we understand this process as the first action to be taken to achieve the objectives set by the CEP. The investigation began by determining what were the knowledge and feelings that the students carried on the landscape before taking the subjects of Geography of the Degree of Teacher Training of Primary Education of the Complutense University of Madrid and which at the end of these. The data obtained reflected the need for a change in the model through which we taught the didactic classes of Geography. Faced with this reality we propose a didactic model whose objective is to achieve both awareness and training in the field of landscape. The model we propose involves a didactic transposition of the scientific methods of analysis and interpretation of landscapes, developed based on geographic procedural contents and the realization of activities through various resources. As a result, the model allows to deduce both a diagnosis and a prognosis, whose purpose is to propose actions for the conservation and / or improvement of the landscape. The results obtained, after three years of implementation of the model in the subjects of Fundamentals and Didactics of Geography and Geography of Spain and its Didactics, have been extremely positive. The students' work on the landscape has shown that they acquire a holistic view of the landscape, understanding their anthropic and physical components in their context of relationships, also developing skills in the management of geographic science tools such as cartography and, finally, an awareness of the value of landscapes for society, understanding that they are only the custodians of that value, so it is the task of all to bequeath them in the best way possible to the generations to come.
This research is based on the concept of landscape adopted by the European Convention on Landscape (CEP), approved by the Council of Europe in 2000 and entered into force in 2004, and the need for it in terms of education, in order to contribute to the formation of a society that values and demands quality landscapes, since they play an important role of general interest in the cultural, ecological, environmental and social fields. Therefore, the landscape has become part of the curricular contents of the different stages of education, including Primary Education. Therefore, it is necessary to train the future teachers in landscape matters, firstly so that they become sensitized and develop skills of respect and appreciation. Secondly, in order to equip them with the necessary tools and knowledge to carry out landscape education for their future students, we understand this process as the first action to be taken to achieve the objectives set by the CEP. The investigation began by determining what were the knowledge and feelings that the students carried on the landscape before taking the subjects of Geography of the Degree of Teacher Training of Primary Education of the Complutense University of Madrid and which at the end of these. The data obtained reflected the need for a change in the model through which we taught the didactic classes of Geography. Faced with this reality we propose a didactic model whose objective is to achieve both awareness and training in the field of landscape. The model we propose involves a didactic transposition of the scientific methods of analysis and interpretation of landscapes, developed based on geographic procedural contents and the realization of activities through various resources. As a result, the model allows to deduce both a diagnosis and a prognosis, whose purpose is to propose actions for the conservation and / or improvement of the landscape. The results obtained, after three years of implementation of the model in the subjects of Fundamentals and Didactics of Geography and Geography of Spain and its Didactics, have been extremely positive. The students' work on the landscape has shown that they acquire a holistic view of the landscape, understanding their anthropic and physical components in their context of relationships, also developing skills in the management of geographic science tools such as cartography and, finally, an awareness of the value of landscapes for society, understanding that they are only the custodians of that value, so it is the task of all to bequeath them in the best way possible to the generations to come.
Description
Tesis de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica de las Ciencias Sociales, leída el 23/06/2017