What heritage is taught in the subject of History, Geography, and Social Sciences? Initial teacher training in Primary Education and School Curriculum

Abstract

This research aims to analyze the heritage elements included in the Social Sciences curriculum (1st to 6th grade) and their relationship with Initial Teacher Training. Adopting a qualitative approach, the study examined curriculum objectives, study plans, and graduation profiles of basic pedagogy programs from CRUCH, as well as conducting an instrumental case study on the explicit integration of heritage at the university with the most initiatives in heritage teaching. Through content analysis, various documents and interviews were reviewed. The results reveal a limited presence of explicit and socio-critical heritage elements in the curriculum. However, regional intercultural experiences are identified in initial teacher training; and the case study highlights a comprehensive and holistic teaching approach, where heritage serves both as content and a tool. In the context of curriculum reform, it is recommended to review such university educational proposals.