Heritage, education, identity and citizenship. Teachers and textbooks in compulsory education

Heritage is a key element in the teaching and learning process, as has been noted by different studies conducted for 20 years. From heritage we can work relevant contents and problems for society and education, such as identity and citizenship. This paper presents a complex and interdisciplinary vision of heritage education, connecting the social sciences with natural and experimental sciences. It is a vision based on socially relevant solving problems, interaction, innovation and social criticism conception of education. This study presents a methodology that combines quantitative and qualitative techniques, from the interpretive paradigm. A table of categories is designed (developed as a hypothesis progression) which allows a rigorous analysis of data obtained through questionnaires, data collection tables and discussion groups. The information is provided by teachers and textbooks of primary and secondary subjects of Social Sciences, Natural Sciences, Geography and History, Biology-Geology and Physics and Chemistry. The results allow us to approach the concept of heritage and its teaching and learning that work at these levels and subjects. It becomes relevant the relationship between heritage and identity, as well as obstacles to working heritage from an educational perspective, causing a predominance of aesthetic and temporal visions, with methodological strategies of traditional character and academic and conservationists purposes, approaching the second level of progression hypothesis defended in this work.