La enseñanza a través de las controversias históricas sobre la conservación del patrimonio arquitectónico
Keywords:
Enseñanza de la conservación, patrimonio arquitectónico, controversias teóricas, valores culturalesAbstract
RESUMEN: Desde mediados del siglo XIX, el paulatino proceso
de reconocimiento del patrimonio cultural generó frecuentes
controversias conceptuales, particularmente acerca de los
monumentos. Como experiencia docente se introdujo el
análisis de varios debates polémicos relativos a documentos
teóricos contrapuestos; y a obras de la arquitectura moderna
y contemporánea, teniendo en cuenta el tratamiento dado
a sus valores culturales, así como la influencia de sus
contextos históricos y socioculturales. El objetivo principal
fue conocer el efecto didáctico sobre el resultado del
aprendizaje de esos contenidos. Se observó que ello motivaba
a los alumnos y facilitaba una mejor comprensión de las
esencias y peculiaridades de teorías discordantes sobre los
monumentos, en su contexto sociocultural. Se contrastaron
los resultados obtenidos con respecto a los alcanzados
tradicionalmente en otros cursos. Se concluyó que el análisis
de las controversias asociadas a posturas teóricas del
patrimonio arquitectónico, constituye un recurso didáctico
favorable para estimular y mejorar el proceso enseñanzaaprendizaje
del patrimonio monumental.
ABSTRACT: Since the middle of XIX century, the gradual
process to recognize the cultural heritage promoted frequent
conceptual controversies, particularly concerning with
monuments. The analysis of various theoretical discussions
about the reconstruction of several historical buildings of
modern and contemporary architecture has been introduced
into the teaching practice, taking also into consideration the
influences of the historical and socio cultural context. The main
purpose was focused on the effects of this way as a didactical
resource, in order to obtain good learning results. Compared
results of the experience showed considerable improvement
of understanding of concepts and the apprehension of diverse
theoretical essences about architectural heritage. Results
demonstrated that the analysis of controversial discussions
on diverse conceptual postures concerning with architectural
heritage, is convenient as a didactical resource to stimulate
and to improve the learning process.
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