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Oriented Community Participation towards the Valuation of Cultural Heritage

 

Author: Carmen Josefina Martínez Fuentes

Universidad Fermín Toro, UFT

carmenmartinez1236@gmail.com

Lara, Venezuela

 

Abstract

The educational approach to cultural heritage is focused on the different manifestations that appear in a given community; influencing changes in attitude and training of the individual from the acquisition of historical knowledge as an important part of such training. From there, the strengthening of the abilities and skills to dominate, delimit, resolve and explain the historical arsenal present in society and be approached from the investigative approach. Therefore, the valuation of cultural heritage affects the behavior of people because it allows the consolidation of values, such as: love, coexistence, peace, solidarity, responsibility, among others; favoring the socialized learning of the students; sensitizing them towards the identity, the autochthonous and authentic of the locality. The methodical benefit of cultural heritage allows the individual to enhance the importance of studying what regional-local heritage is, its origin, constitution, knowledge, location and other relevant aspects. The importance of strengthening community participation so that the collective values ​​the existing heritage in each region, this heritage of influencing the behavior of individuals so that they can remain in time and space. In addition, it is intended that the community participate, be interested, emphasize and deepen the regional heritage; keep alive, present and project the same towards the new generations.

 

Keywords: community participation; evaluation; cultural heritage.

 

 

 

Participación Comunitaria Orientada hacia la Valoración del Patrimonio Cultural

 

Resumen

      El enfoque educativo del patrimonio cultural está centrado en las diferentes manifestaciones que se presentan en una comunidad determinada; incidiendo en los cambios de actitud y formación del individuo desde la adquisición de los conocimientos históricos como parte importante de dicha formación. De allí, el fortalecimiento de las habilidades y destrezas para dominar, delimitar, resolver y explicar el arsenal histórico presente en la sociedad y ser abordado desde el enfoque investigativo. Por lo tanto, la valoración del patrimonio cultural incide en el comportamiento de las personas porque permite el afianzamiento de valores, tales como: amor, convivencia, paz, solidaridad, responsabilidad, entre otros; favoreciendo el aprendizaje socializado de los estudiantes; sensibilizándolos hacia la identidad, lo autóctono y auténtico de la localidad. El beneficio metódico del patrimonio cultural accede a potenciar en el individuo la importancia del estudio sobre lo qué es el patrimonio regional-local, su origen, constitución, saberes, ubicación y otros aspectos relevantes. La importancia de fortalecer la participación comunitaria para que el colectivo valorice el patrimonio existente en cada región, dicho patrimonio de incidir en el comportamiento de los individuos para que puedan permanecer en el tiempo y en el espacio. Además, se busca que la comunidad participe, se interese, enfatice y profundice en el patrimonio regional; mantener vivo, presente y proyectar el mismo hacia las nuevas generaciones.

 

Palabras clave: participación comunitaria; evaluación; patrimonio cultural.

 

 

 

1. Introduction

The purpose of this essay is to analyze and understand community participation oriented towards the valuation of cultural heritage at a regional level; reason why citizens must appropriate the existing assets in regional entities.

 

Therefore, organized communities have the duty to promote participatory actions that contribute to deepen the integration of citizens in resolving conflict situations and therefore enhance the cultural heritage of these communities; planning activities in the short, medium and long term to maintain a quality of life, in accordance with the changing economic, educational, cultural and social dynamics.

 

Community participation helps communities determine where the organization should be in the future, anticipate the human, material and financial resources that lead to success in the evolution and development of the same; be in constant interaction with the needs and interests that can be presented to individuals in terms of education and culture, as important elements in the strengthening of the region or nation.

 

Therefore, community participation is an essential element in the construction and development of citizenship, necessary for the empowerment of community and institutional spaces and the transfer of public management in function of the community.

 

The contribution of this essay will strengthen the participation and development of the communities, seeking to revalue the culture of Barinés as a strategic development potential at the local and regional level. For this, it is necessary to promote the human condition in organizing, dignifying oneself to achieve social, educational, economic, environmental and cultural balance in the investigation, rescue, belonged, appreciation, conservation, strengthening of the regional identity to elevate the well-being and quality of life.

 

2. Development

Community participation represents a fundamental aspect to strengthen communities from the educational, economic, social, political, environmental and cultural; in which all the members are involved in the consolidation, execution, evaluation and control of plans, programs and projects that benefit and enhance the regional cultural heritage and therefore elevate the identity. In this regard, INDES, cited by Mori (2008), states that community participation:

It is the set of actions designed to promote the development of a community through its participation in the transformation of its own reality. Therefore, it aims to train and strengthen the community, favoring its self-management for its own transformation and that of its environment. Giving the community capacity for decision and action, its strengthening is favored as a preventive space (p.1).

 

The author reflects, community participation is linked to promoting the development of a community, seeking effective changes in the evolution of the reality in which it is immersed. In addition, it will affect training and the potential for self-management of resources that contribute to the social, educational, environmental and cultural well-being of individuals. Likewise, it will benefit the community; starting from the needs and interests of them.

 

In this context, the community participation oriented towards the valuation of the regional heritage gathers all the ideas and proposals of the inhabitants, of the community leaders, local and regional authorities, for the benefit of the collective and because it will not only seek an immediate response, but also solutions from the bottom of the situation, with the application of an initial, participatory, protagonist and democratic diagnosis, in which the members of the community can execute, evaluate and control them.

 

Hence, community participation, according to Giraldo (2012): states that it is "a set of objectives, actions and deployment of resources, conceived with a systemic and prospective approach" (p.56). In other words, community participation requires the organization, collectively, that leads to the planning of a series of activities, executed methodically, and with a view to making projected into the future. Likewise, it demands the transformation of the environment in which the community is located and therefore involve the educational institutions and other entities that are in it.

 

 In this order of ideas, Ortiz (2013), indicates community participation takes into account four phases such as: "setting management standards in the institution; make an individual management record; establish a confrontation of the management with the established norms and make decisions about the actions to improve the process" (p.41). The author refers, when applying the participation in the community it is important to take into account some norms to manage materials or financing, an exploration of the individual and collective mission that access the decision making, leadership, direction and control of all the actions for improve any problem that may arise. All this will allow an effective transformation in the organization and social welfare of the community.

 

On the other hand, Márquez (2013), states: "Community participation is the continuous and dynamic social process, by which the inhabitants of a community, through their legitimate and participative organizations, decide, contribute and administer the resources in the realization of the common good" (p.23). This refers, community participation represents a permanent and interactive process in which the members of the community can make their own decisions and distribute the available resources to solve the problems they have in their communities; strengthening and enhancing the well-being of its inhabitants.

 

Thus, from the community, spaces are created that allow for participatory, interactive and democratic commitment, in which the rights and duties of each citizen are enforced to ensure the development and functioning of the locality; solving the educational and social problems that afflict the population; implementing innovative strategies that guarantee synergy, conservation and preservation of cultural heritage and regional identity.

 

As a result, community participation includes activities organized to disseminate and promote, together with the community, activities that benefit the community and therefore promote their quality of life. The community participation model represents the ideal channel for the approach in the communities because it rescues the knowledge, experiences and daily life of the subject towards changes and transformations in more open, flexible, participatory and interactive localities in the solution of problems.

 

Similarly, Arjona (2014): states that participation should promote the valuation of local heritage, taking into account the knowledge, experiences and experiences that individuals have about the heritage found in the community. Also, approach the environment through the potential and cognitive capacity in sociocultural development and self-development; leading to the formation of men and women worthy of the new era, whose center is culture, education, belonging and identity with ours.

 

From this framework, community participation in the valuation of heritage investigates human behavior in the formation of assuming attitudes of commitment towards the axiology of cultural heritage, giving relevance and importance to regional history, historical sites, monuments, museums, galleries, living characters of the locality, among other aspects inherence to said culture.

 

In this regard Santana (2013): states that the notion of heritage "has been extended to categories that are not necessarily part of artistic sectors but also have great value for humanity" (p.56). The author indicates that the definition of heritage is focused on the behavior and appreciation of culture and not to observe it as something artistic. This assessment will extend to the peoples, new and future generations to maintain coexistence and world peace. All this is achieved with the participation of all the members of a community.

 

Hence, the regional heritage is defined, according to Ladino (2012): as "the testimony of human experience and its aspirations and must be a shared experience that offers each human being the opportunity of their own discovery as another person in that flow of knowledge that is not your own" (p.123). That is, the coexistence of people, experiences, experiences that the individual has on the cultural arsenal that each entity or region has. It is to take advantage of the opportunity to appropriate and identify with each element that is in the context in which it develops. In this sense, Leal (2008), raises:

The regional heritage is part of a broader discourse that has been established on culture and that responds to a specific temporal and spatial location. So, the concept of culture has been very dynamic and has shaped different ways of seeing the other and its cultural manifestations (beliefs, traditions, symbols), since that other is represented not only by indigenous peoples and local communities or the various minorities, but also by a meeting of speeches that handle different positions on what should be and what finally turns out to be the national culture and the educational and training potentialities that it has (p.1).

 

Interpreting the author points out that the regional heritage is one that responds to a deeper culture that focuses on the location of space and time; therefore, it locates the same in securing the values, the manifestations, customs and popular traditions; given that it does not only focus on indigenous culture, but also covers regional and national culture; taking into account the diversity of educational and social potential. To this is added the development of historical thought, according to Salazar, cited by Soria (2014):

You can not lose sight of the construction logic of historical science. To think historically is to locate and understand the events that took place in a given space and time, to understand that the past is not something dead, but that it constitutes the present. Thinking historically involves certain specific cognitive abilities such as; pose questions to historical sources, establish analogies, make inferences, weave hypotheses, reflect on socio-historical reality (p.33).

 

  The author points out that historical thinking is centered on the events that took place in a specific time and space, it is critically analyzing what has happened with the past, it constitutes something that is dynamic, enhancing skills, skills and strengthening the reality of society and society. the culture that is immersed in the localities.

 

Finally, education and heritage go hand in hand, given that they are immersed in the Bolivarian Curriculum. It focuses attention on training in a regional culture based on the assessment, reflection, experiences and experiences of individuals from the reality that each community lives, each family and organizations that make life in the locality.

 

The regional heritage involves what is known as living heritage, considered as the set of human productions, classified according to various criteria; a poem, a story, a legend, crafts, among others, make up that living heritage that has been produced by man without resorting to elements or material supports. In the same way, dances, myths, proverbs, festivals are part of this patrimony, as it is now understood by the broad concept of heritage contained in the Law of Culture of the Year 1997.

 

Consequently, community participation constitutes a positivist model on humanity; influencing changes in the behavior of the individual and enhancing the abilities and skills of the people; highlighting the creative, innovative and technological qualities in the regional heritage. As well as the co-responsibility of maintaining and highlighting the values ​​held by the heritage, keeping the history of a town alive, enhancing its roots, its historical sites, among others.

 

3. Final thoughts

Community participation seeks to bring people closer to their immediate reality and to the context in which they evolve, so that they are able to offer other alternatives for change, not repeating schemes, it is about motivating the senses, imagination, creativity, inventiveness, personal satisfaction, solidarity and appreciation of the cultural heritage of each region or locality.

 

Community participation, guided by the appreciation of regional heritage, is based on the theories of meaningful learning, humanism and constructivism because they contribute to the social process and human development; that is, that the social significance of values reshapes man to strengthen and consolidate the culture of peace and values for life, especially in these times that are experienced moments of tension, anguish, violence, disrespect for life and little dignity of the individual and especially the valuation of cultural heritage.

 

4. References

Arjona, M. (2014). Patrimonio cultural y educación. La Habana, Cuba: Ediciones Letras Cubanas, págs. 12-17.

 

Giraldo, D. (2012). Participación comunitaria. Barcelona: Éxito, págs. 41-51.

 

Ladino, F. (2012). Propuesta de un modelo de educación no formal y de participación ciudadana en la comunidad de Ciudad Bolivia (Pedraza), para la revalorización a las manifestaciones culturales locales. Tesis Doctoral. Caracas, Venezuela: Universidad Santa María, págs. 67-84.

 

Leal, N. (2008). Patrimonio cultural indígena y su reconocimiento institucional. Opción, 24(56), 28-43. Recuperado de: http://www.scielo.org.ve/scielo.php?script=sci_arttext&pid=S1012-15872008000200003

 

Márquez, A. (2013). Participación comunitaria. (4ta. ed.). Colombia: Ediciones planeta, págs. 45-47.

 

Mori, M. (2008). Una propuesta metodológica para la intervención comunitaria. Liberabit, 14(14), 81-90. Recuperado de: http://www.scielo.org.pe/scielo.php?script=sci_arttext&pid=S1729-48272008000100010

 

Ortiz, M. (2013). Gerencia de recursos humanos. Caracas: Ediciones Continental, págs. 9-14.

 

Santana, T. (2013). Patrimonio Cultural y Turismo. Antropología Social y Cultural. Chile: Universidad de la Laguna, págs. 28-31.

 

Soria, G. (2014). El Pensamiento Histórico en la Educación Primaria: Estudio de Casos a Partir de Narraciones Históricas. Tesis Doctoral. España: Universitat Autònoma de Barcelona, págs. 214. Recuperado de: http://www.tdx.cat/bitstream/handle/10803/285095/gmsl1de1.pdf

 

 

Carmen Josefina Martínez Fuentes

e-mail: carmenmartinez1236@gmail.com

 

Born in San Fernando de Apure, Apure State, Venezuela. Professor of Integral Education, Universidad Pedagógica Experimental Libertador, Instituto de Mejoramiento Profesional del Magisterio, academic center Barinas, Specialist in Community Education, Universidad Pedagógica Experimental Libertador, Instituto de Mejoramiento Profesional del Magisterio, Barinas academic core, PhD in Educational Sciences of the Universidad Fermín Toro. Professor of the Executive Secretary of Education-Governorate of the Barinas State. Professional career: Auxiliary of Preschool at the María Lorenza Parra Initial Education Center, Service Commission in the Cultural Heritage Unit and currently in the Service Commission in the Permanent Training Department of the Executive Secretariat of Education.

 

The content of this manuscript is disseminated under a Creative Commons License Attribution-NonCommercial-ShareAlike 4.0 International

 

- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.8.15.290-300