Percepciones del profesorado en formación sobre la memoria como identidad, elemento patrimonial y recurso pedagógico

• Autores: María Luisa Rico Gómez, Ana Isabel Ponce Gea
• Localización: Investigación interdisciplinar: Educación y construcción del conocimiento / coord. por María Teresa del Olmo Ibáñez, María Soledad Villarrubia Zúñiga, Iván Sánchez-López, 2023, ISBN 978-84-19588-58-6, págs. 523-534
• Idioma: español
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• Resumen

  • Working with memory involves dealing with remembrances and omissions of the past, and how these imaginaries have been constructed from the present, which is why education is an instrument of special interest for memory, especially collective memory. The aim of this study is to determine the perception that university students in initial teacher training have about memory as an element that constructs identities through education, understanding it as a social construction that reconfigures the past through different cultural elements that define the essential character of the historical context to which they belong. For this purpose, within the framework of a quantitative methodology, we used a survey method with 37 students of the Degree in Early Childhood Education at the University of Murcia. The results show a memory closely associated with remembrance and culture and less with the community, an identification with family memory, a relationship between historical memory and the Constitution and the recognition of the need for training in memory, which they do not recognise in their formative trajectory. In short, future teachers are interested in issues of memory but they make an intuitive definition, far removed from historical reflection and from the training necessary for their future professional performance.