Accesibility to Culture

En el presente artículo recogemos los resultados de la investigación realizada en torno a la educación patrimonial y la inclusión, en el marco del Observatorio de Educación Patrimonial en España (OEPE). El objetivo que impulsa nuestros esfuerzos es el estudio y análisis del estado de la cuestión en materia de inclusión en la educación patrimonial, para conocer la calidad educativa de los proyectos existentes, a través del análisis cuantitativo y cualitativo de los programas inventariados en la base de datos del OEPE, etiquetados como inclusivos o cuasi- inclusivos (experiencias de accesibilidad, apertura a nuevos públicos, adaptaciones a capacidades diferentes). Para ello, nos aproximamos, en primer lugar, a los conceptos y ejes clave que sustentan esta investigación, inclusión y educación patrimonial, además de profundizar en el conocimiento del OEPE.
Seguimos un diseño de investigación transversal y prospectivo que toma como referencia el método OEPE y efectuamos análisis exhaustivos de corte estadístico- descriptivo a través del software SPSS, a partir de los cuales analizamos las variables y sus subtipos aplicados a la muestra de estudio. De la relación de datos obtenidos, inferimos las conclusiones clave que cierran esta fase de investigación detectando un bajo nivel de alcance de la calidad educativa y presentando ausencias clave en el grado de concreción del diseño, como su concepción holística, evaluación o visibilidad de los proyectos; para finalmente abrir el camino a las siguientes etapas de indagación: evaluación de programas a través de estándares extendidos, y estudio de casos referentes.

Abstract
In this article we present the results around heritage education and inclusion research, from the Spanish Heritage Education Observatory (SHEO). Our goal is the analysis of the state of affairs, regarding inclusion in heritage education, through quantitative and qualitative analysis of all programs in the database, labeled as inclusive or quasi-inclusive, with particular emphasis on the experiences of open spaces heritage to new audiences, with different capacities. To do this, we approach first, concepts and key axes that support this research, inclusion and heritage education, and deepen the knowledge of the Observatory.
We follow a transversal and prospective research, that draws on the OEPE method. We define an exhaustive analysis of statistical and descriptive court, from which we analyze the variables and their subtypes applied to the study sample. We submit the sample to two types of quantitative analysis software: Excel and SPSS (Statistical Package for the Social Sciences), analyzing categorical variables, scalar variables and their correlations. The relationship of data, we study the key findings closing this research phase, to open the way to the next stages of inquiry: program evaluation through extended standards, and related case studies.

Heritage is a fundamental tool for working on education in values. By means of this, the future citizenry will be able to take care of its environment. The dry stone is transversal to the educational project that we have created for a better knowledge of who our surroundings are and how to protect them. The objective is to know and recognize the three characteristics of these architectural elements for a real involvement on the part of the educational community and the people of the different locations of the southern counties of the Valencian region that have buildings of this type in their municipality.

The present study is a theoretical and practical reflection on an innovative teaching project (DESAM, Development of Content for a Universal Platform System on the Description, Location and Guide to University of Granada), carried out by the Department of Translation and Interpretation. This project started a new line of innovative teaching and research in which we analyze the main factors acting in this pairing Culture and Translation: teacher, students, and context. The two principle objectives of the project were to apply the different modes of accessible translation to the context of cultural heritage, and to create a multimodal educational space for students of Translation and Interpreting in order to encourage their self-learning and facilitate the assimilation of ideas developed in the classroom.