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Education for the national cultural heritage and the competences of primary school students
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Publisher: Editura Universitară
Author: Lavinia Aniela Popa
Edition: I
Pages: 262
Publisher year: 2024
ISBN: 978-606-28-1862-3
DOI: 10.5682/9786062818623
Product Code:
9786062818623
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The present approach is an innovative one in terms of the topic addressed. At a conceptual level, education for the national cultural heritage and Romanian traditions is approached from a transdisciplinary perspective. The research results are obtained following the application of participatory methods, directly involving primary school students in the process of discovering the values of Romanian culture and traditions. The curriculum of the optional Romanian Traditions, curriculum at the student's decision from the school's offer, as well as the indicative planning of the tasks and the best practices guide also represent elements of novelty and curricular innovation, tools that we propose to teaching staff, with the hope of sharing the passion for capitalizing on the resources of the national cultural heritage and Romanian traditions in the daily activity, in the classroom.
LAVINIA ANIELA POPA
ARGUMENT / 9
CHAPTER I. Integrated curriculum and education for the national cultural heritage / 12
I.1. Integrated approaches to the curriculum – conceptual delimitations / 12
I.2. Multidisciplinarity, pluridisciplinarity, interdisciplinarity, transdisciplinarity / 13
I.3. Curricular transversality and cross-curriculum / 16
I.4. Competencies targeted by the integrated approach / 21
I.5. Education for the national cultural heritage – conceptual delimitations / 25
CHAPTER II. Perspectives of education for the national cultural heritage in the primary cycle / 35
II.1. Education for the national cultural heritage and the specific characteristics of the cycle mayor / 35
II.2. Competences specific to education for the national cultural heritage 41
II.3. Pedagogy of traditions / 51
CHAPTER III. Educational practices and resources of the national cultural heritage adapted to the primary cycle / 53
III.1. Postmodern educational practices / 53
III.2. Project-based learning / 57
III.3. Art-based learning / 60
III.4. Museum visit and learning / 62
III.5. Object-based learning / 65
III.6. Learning-adventure / 67
CHAPTER IV. Research on the competences targeted by national cultural heritage resources / 70
IV.1. Objectives, hypotheses, research questions / 70
IV.2. Research design / 71
IV.3. Research methods, tools and stages / 71
IV.4. Analysis and interpretation of research data / 174
IV.5. Research conclusions / 175
CHAPTER V. Implementation of the curriculum at the decision of the school Romanian traditions - good practices and examples of activities / 177
BIBLIOGRAPHY / 194
ANNEXES / 203
CHAPTER I. Integrated curriculum and education for the national cultural heritage / 12
I.1. Integrated approaches to the curriculum – conceptual delimitations / 12
I.2. Multidisciplinarity, pluridisciplinarity, interdisciplinarity, transdisciplinarity / 13
I.3. Curricular transversality and cross-curriculum / 16
I.4. Competencies targeted by the integrated approach / 21
I.5. Education for the national cultural heritage – conceptual delimitations / 25
CHAPTER II. Perspectives of education for the national cultural heritage in the primary cycle / 35
II.1. Education for the national cultural heritage and the specific characteristics of the cycle mayor / 35
II.2. Competences specific to education for the national cultural heritage 41
II.3. Pedagogy of traditions / 51
CHAPTER III. Educational practices and resources of the national cultural heritage adapted to the primary cycle / 53
III.1. Postmodern educational practices / 53
III.2. Project-based learning / 57
III.3. Art-based learning / 60
III.4. Museum visit and learning / 62
III.5. Object-based learning / 65
III.6. Learning-adventure / 67
CHAPTER IV. Research on the competences targeted by national cultural heritage resources / 70
IV.1. Objectives, hypotheses, research questions / 70
IV.2. Research design / 71
IV.3. Research methods, tools and stages / 71
IV.4. Analysis and interpretation of research data / 174
IV.5. Research conclusions / 175
CHAPTER V. Implementation of the curriculum at the decision of the school Romanian traditions - good practices and examples of activities / 177
BIBLIOGRAPHY / 194
ANNEXES / 203
In the full postmodern paradigm, the present approach aims, both from an epistemological point of view and as a research methodology, to explore aspects of education for the national cultural heritage and Romanian traditions in the formal and non-formal curricular context specific to the primary cycle. Beyond the obvious contrast between the postmodern approach to a subject including reference to contents from the sphere of traditions and culture, the present approach explores theoretical and practical directions, falling within the paradigm of the integrated approach, a current approach in the sphere of the school curriculum.
The choice of the research theme, as well as the way to approach it, are based on the interest in the proposed theme, but also the conviction that the future of educational practices consistently involves the integrated approach to the curriculum. The present work is intended to be an attempt to deepen some notions from the sphere of the integrated curriculum, developed in the broad context of the theme dedicated to education for local and national cultural heritage. This field allows deepening of the topics related to the process, such as the identification of ways to integrate the curriculum, the choice of topics and educational practices specific to the field of education for the national cultural heritage, but also aspects related to the product, such as the description and training of general skills and specific aspects of the learning contents aimed at the specific profile of the primary cycle graduate, but also identity and social role aspects that heritage education implies.
The present approach starts from the premise that education to know, preserve and promote the values of Romanian local and national cultural heritage represent incipient elements of the crystallization of cultural and national identity, aspects to be taken into account since childhood. As the foundations for the formation of civic awareness regarding the local and national cultural heritage are laid at an early school age, as a form of affiliation of the child, as a member of a cultural, identity group, to the social group, we consider it of utmost importance that teaching staff relate to this size.
Starting from the framework profile of the primary student provided by the European Framework of Reference for Key Competences for Lifelong Learning (2018), the present approach focuses on three of the key competences, personal competence, social competence and learning to learn , civic competence, alongside the eighth key competence, cultural awareness and expression. The latter refers both to the appreciation of cultural values, but also involves aspects such as understanding and respect for creative expression, participation in the creative process, through involvement in understanding, development and personal expression, aspects that lead to the creation of the cultural and social identity of our students . In the Romanian legislation, the Pre-University Education Law no. 198/2023, in Chapter VI referring to the national curriculum Art. 85 mentions the fact that "Pre-university education has as its main purpose the formation of skills, understood as the multifunctional and transferable set of knowledge, skills and abilities, necessary, among others, for: "a) personal fulfillment and development; b) social integration and active citizen participation in society; d) the formation of a conception of life, based on humanistic and scientific values, on national and universal culture and on the stimulation of intercultural dialogue; e) respect for dignity, tolerance and fundamental human rights and freedoms; g) developing sensitivity to human issues, to civic moral values and promoting sustainability, respect for the natural, social and cultural environment; h) ensuring the ability to adapt and active participation in social, economic, political and cultural life in the context of digital transformation." The same document mentions that "The skills training method must take into account: a) the use of collaborative learning techniques, including project-based; b) the use of learning techniques based on solving problems; c) use of online educational resources; d) the use of innovative techniques and technologies in the teaching/evaluation/learning process; e) the use of transdisciplinary, interdisciplinary or pluridisciplinary approaches". Respecting the legislation in force, but also recognizing the importance of the context marked by challenges of any kind, we believe that the integrated approach to the curriculum, seen as a supported paradigm in epistemological, social and educational terms, can respond to the permanent need to adapt to the new.
In this context, the first part of this approach includes the presentation of the concepts that are the basis of the theoretical construction. Its development is carried out during three chapters in which we follow the positioning and theoretical development of the concepts related to the integrated approach to the curriculum and education for the national cultural heritage. A first chapter is developed around the integrated approach to the curriculum, following the development of the concepts that define it, the meanings, typologies and levels of curriculum integration. The second chapter explores the specifics of education for the national cultural heritage, presenting aspects related to the content, but also general and specific competences targeted, from an integrated perspective, referring to aspects of identity and social role. The third chapter presents educational methods using resources of the national cultural heritage adapted to the primary cycle, presenting some of the specific methods that can be used in educational practice.
The second part of the paper includes research that highlights different aspects of the studied phenomenon. The first part of the research aims to highlight the presence of subjects and themes related to Romanian traditions and national cultural heritage at the level of the content taught in classes, but also in the context of extracurricular activities organized in schools, in the 2023-2024 school year, from the perspective of teaching staff . In this context, the present approach aims, as a first step, to explore to what extent specific elements of the national cultural heritage and Romanian traditions are found in the formal curriculum and the non-formal activities organized at the school level, within the official curriculum of the primary cycle. The second focus of the research consists in making, in a transversal approach, an inventory of the general and specific skills, of the tasks, activities and concrete experiences aimed at the national cultural heritage and Romanian traditions by referring to the general and specific skills targeted by the official school programs of the 4th preparatory classes, targeting the curricular subjects. By referring to the primary cycle student's skills profile, making the connection between contents and skills, we aim to outline a mapping of the themes and activities that refer to local and national cultural heritage resources and that are found in the primary cycle curricula. The practical part of the research consists in the construction and implementation of the curriculum at the student's decision from the offer of the Romanian Traditions school for the primary cycle, in the 2023-2024 school year. In this sense, we believe that the Romanian Traditions School Program, as an optional subject, addressed to primary school students, at the national level, can be an opportunity that not only aims to familiarize students with general information about local and national tangible and intangible cultural heritage, but also contributes to the crystallization of some elements from the sphere of identity and social role. The conceptual area of the curriculum at the decision of the students from the offer of the Romanian Traditions school aims to ensure the premises of the students' awareness of the fact that in every community there are values that can be discovered, assimilated and promoted. Understanding the importance of preserving cultural values as an identity representation and a way of intergenerational and intercultural dialogue, in the daily life of the family and the community, also represent aspects targeted by the proposed CDEOȘ theme. Thus, the optional Romanian Traditions aims to contribute to the progressive formation of key skills such as communication in the mother tongue, social and civic skills, awareness and cultural expression, promoting the integrated approach and multidisciplinary, interdisciplinary and transversal connections. Methodologically, the option for an integrated approach and interactive learning strategies will be based on the formative benefits resulting from the constant interrelation of school subjects at the level of skills and integrated content areas. The option for the participatory action research method positions students as direct participants in the process of discovery and awareness of affective, emotional, social, cultural and (inter)generational connections. Process of awareness, reflection and self-reflection, exposure to immediate reality triggers the need for identity positioning, calling on family, dear places, home, daily habits and routines, immediate and meaningful experiences.
The elaborated curriculum will be accompanied by an orientation plan containing topics, activities and resources to be used within the curriculum at the student's decision from the school offer, Romanian Traditions. We aim, through the set of themes and associated activities, to involve the students in a process of active, self-reflective knowledge about the environment and the local community, valuing their life experience, authentic experiences and their emotional involvement. We aim, within the Romanian Traditions optional discipline, to carry out game and learning activities aimed at developing interest in local Romanian traditions and customs, but also cultivating respect for local and national cultural values. Within the implementation guide, examples of good practices and concrete activities to be carried out will be presented, exemplifying active learning methods such as project-based learning, the inquiry method, art-based learning, object-based learning and adventure-learning, alongside highlighting the results students who participated in the pilot program.
The present approach is an innovative one in terms of the topic addressed. At a conceptual level, it deepens topics of interest such as integrated curriculum, interdisciplinary, multidisciplinary and transversal approach, but also proposes a current research methodology, directly involving students in the process of discovering reality. The curriculum of the optional Romanian Traditions, as well as the indicative planning of the topics and the best practices guide, also represent elements of novelty and curricular innovation. The approach to the subject is one adapted to contemporary educational theory and practice, calling on recent and up-to-date bibliographic sources. As in a time horizon of a maximum of five years, student evaluations will include transdisciplinary written tests, this approach is part of the efforts to prepare our students to face new challenges.
The choice of the research theme, as well as the way to approach it, are based on the interest in the proposed theme, but also the conviction that the future of educational practices consistently involves the integrated approach to the curriculum. The present work is intended to be an attempt to deepen some notions from the sphere of the integrated curriculum, developed in the broad context of the theme dedicated to education for local and national cultural heritage. This field allows deepening of the topics related to the process, such as the identification of ways to integrate the curriculum, the choice of topics and educational practices specific to the field of education for the national cultural heritage, but also aspects related to the product, such as the description and training of general skills and specific aspects of the learning contents aimed at the specific profile of the primary cycle graduate, but also identity and social role aspects that heritage education implies.
The present approach starts from the premise that education to know, preserve and promote the values of Romanian local and national cultural heritage represent incipient elements of the crystallization of cultural and national identity, aspects to be taken into account since childhood. As the foundations for the formation of civic awareness regarding the local and national cultural heritage are laid at an early school age, as a form of affiliation of the child, as a member of a cultural, identity group, to the social group, we consider it of utmost importance that teaching staff relate to this size.
Starting from the framework profile of the primary student provided by the European Framework of Reference for Key Competences for Lifelong Learning (2018), the present approach focuses on three of the key competences, personal competence, social competence and learning to learn , civic competence, alongside the eighth key competence, cultural awareness and expression. The latter refers both to the appreciation of cultural values, but also involves aspects such as understanding and respect for creative expression, participation in the creative process, through involvement in understanding, development and personal expression, aspects that lead to the creation of the cultural and social identity of our students . In the Romanian legislation, the Pre-University Education Law no. 198/2023, in Chapter VI referring to the national curriculum Art. 85 mentions the fact that "Pre-university education has as its main purpose the formation of skills, understood as the multifunctional and transferable set of knowledge, skills and abilities, necessary, among others, for: "a) personal fulfillment and development; b) social integration and active citizen participation in society; d) the formation of a conception of life, based on humanistic and scientific values, on national and universal culture and on the stimulation of intercultural dialogue; e) respect for dignity, tolerance and fundamental human rights and freedoms; g) developing sensitivity to human issues, to civic moral values and promoting sustainability, respect for the natural, social and cultural environment; h) ensuring the ability to adapt and active participation in social, economic, political and cultural life in the context of digital transformation." The same document mentions that "The skills training method must take into account: a) the use of collaborative learning techniques, including project-based; b) the use of learning techniques based on solving problems; c) use of online educational resources; d) the use of innovative techniques and technologies in the teaching/evaluation/learning process; e) the use of transdisciplinary, interdisciplinary or pluridisciplinary approaches". Respecting the legislation in force, but also recognizing the importance of the context marked by challenges of any kind, we believe that the integrated approach to the curriculum, seen as a supported paradigm in epistemological, social and educational terms, can respond to the permanent need to adapt to the new.
In this context, the first part of this approach includes the presentation of the concepts that are the basis of the theoretical construction. Its development is carried out during three chapters in which we follow the positioning and theoretical development of the concepts related to the integrated approach to the curriculum and education for the national cultural heritage. A first chapter is developed around the integrated approach to the curriculum, following the development of the concepts that define it, the meanings, typologies and levels of curriculum integration. The second chapter explores the specifics of education for the national cultural heritage, presenting aspects related to the content, but also general and specific competences targeted, from an integrated perspective, referring to aspects of identity and social role. The third chapter presents educational methods using resources of the national cultural heritage adapted to the primary cycle, presenting some of the specific methods that can be used in educational practice.
The second part of the paper includes research that highlights different aspects of the studied phenomenon. The first part of the research aims to highlight the presence of subjects and themes related to Romanian traditions and national cultural heritage at the level of the content taught in classes, but also in the context of extracurricular activities organized in schools, in the 2023-2024 school year, from the perspective of teaching staff . In this context, the present approach aims, as a first step, to explore to what extent specific elements of the national cultural heritage and Romanian traditions are found in the formal curriculum and the non-formal activities organized at the school level, within the official curriculum of the primary cycle. The second focus of the research consists in making, in a transversal approach, an inventory of the general and specific skills, of the tasks, activities and concrete experiences aimed at the national cultural heritage and Romanian traditions by referring to the general and specific skills targeted by the official school programs of the 4th preparatory classes, targeting the curricular subjects. By referring to the primary cycle student's skills profile, making the connection between contents and skills, we aim to outline a mapping of the themes and activities that refer to local and national cultural heritage resources and that are found in the primary cycle curricula. The practical part of the research consists in the construction and implementation of the curriculum at the student's decision from the offer of the Romanian Traditions school for the primary cycle, in the 2023-2024 school year. In this sense, we believe that the Romanian Traditions School Program, as an optional subject, addressed to primary school students, at the national level, can be an opportunity that not only aims to familiarize students with general information about local and national tangible and intangible cultural heritage, but also contributes to the crystallization of some elements from the sphere of identity and social role. The conceptual area of the curriculum at the decision of the students from the offer of the Romanian Traditions school aims to ensure the premises of the students' awareness of the fact that in every community there are values that can be discovered, assimilated and promoted. Understanding the importance of preserving cultural values as an identity representation and a way of intergenerational and intercultural dialogue, in the daily life of the family and the community, also represent aspects targeted by the proposed CDEOȘ theme. Thus, the optional Romanian Traditions aims to contribute to the progressive formation of key skills such as communication in the mother tongue, social and civic skills, awareness and cultural expression, promoting the integrated approach and multidisciplinary, interdisciplinary and transversal connections. Methodologically, the option for an integrated approach and interactive learning strategies will be based on the formative benefits resulting from the constant interrelation of school subjects at the level of skills and integrated content areas. The option for the participatory action research method positions students as direct participants in the process of discovery and awareness of affective, emotional, social, cultural and (inter)generational connections. Process of awareness, reflection and self-reflection, exposure to immediate reality triggers the need for identity positioning, calling on family, dear places, home, daily habits and routines, immediate and meaningful experiences.
The elaborated curriculum will be accompanied by an orientation plan containing topics, activities and resources to be used within the curriculum at the student's decision from the school offer, Romanian Traditions. We aim, through the set of themes and associated activities, to involve the students in a process of active, self-reflective knowledge about the environment and the local community, valuing their life experience, authentic experiences and their emotional involvement. We aim, within the Romanian Traditions optional discipline, to carry out game and learning activities aimed at developing interest in local Romanian traditions and customs, but also cultivating respect for local and national cultural values. Within the implementation guide, examples of good practices and concrete activities to be carried out will be presented, exemplifying active learning methods such as project-based learning, the inquiry method, art-based learning, object-based learning and adventure-learning, alongside highlighting the results students who participated in the pilot program.
The present approach is an innovative one in terms of the topic addressed. At a conceptual level, it deepens topics of interest such as integrated curriculum, interdisciplinary, multidisciplinary and transversal approach, but also proposes a current research methodology, directly involving students in the process of discovering reality. The curriculum of the optional Romanian Traditions, as well as the indicative planning of the topics and the best practices guide, also represent elements of novelty and curricular innovation. The approach to the subject is one adapted to contemporary educational theory and practice, calling on recent and up-to-date bibliographic sources. As in a time horizon of a maximum of five years, student evaluations will include transdisciplinary written tests, this approach is part of the efforts to prepare our students to face new challenges.
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