Archaeological heritage and society

The aim of the course is that students approaching the relevance of archaeology in practice both for heritage management and socialization. It concerns the media impact of archaeology as well as in the generation of economic value through the enhancement of the archaeological heritage. The factors involved in the practices of social appropriation of heritage, with particular emphasis on the heterogeneity of stakeholders, experts and non-experts, and social uses of the archaeological heritage. The course give basic issues on scientific dissemination applied to archaeological heritage, with special emphasis on strategies of discourse and interpretation. The educational values of heritage and its generation in the context of an education and heritage awareness strategy will be analysed. Finally, we suggest some questions relating to the importance of heritage as a means of social interaction and community enhancement in the context of a public archaeology, and the role of experts in that context.

1. The social impact of archaeology
1.1. Archaeology in the media
1.2. Economic impact of archaeology
2. Processes of appropriation and heritagization
2.1. Agents of heritagization
2.2. Social value of archaeological heritage
3. Teaching and dissemination of archaeological heritage
3.1. Basic issues on scientific dissemination
3.2. Basic issues on heritage education
4. New horizons: public archaeology

Ballart, J. (1997): El patrimonio histórico y arqueológico: valor y uso. Ariel, Barcelona.

Convenio de Faro (2005): Convention on the Value of Cultural Heritage for Society.

Criado, F. (2001): La memoria y su huella. Claves de razón práctica, 115: 36-43

Cuesta A. V.; Dimuro J.; Gianotti C.; Muttoni M. (2009): De la investigación a la construcción participativa del patrimonio. Un programa de educación patrimonial y divulgación de la cultura científica en Uruguay. Arkeos 4 (11).

Fontal, O. (2003): La educación patrimonial. Teoría y práctica para el aula, el museo e Internet. Ediciones Trea, Gijón.

García, N. (1999): Los usos sociales del patrimonio cultural. En Patrimonio etnológico. Nuevas perspectivas de estudio, (E. Aguilar, ed.): 16-33, Consejería de Cultura, Junta de Andalucía, Sevilla.

Hernández, G. M. (Coord) (2005): La memoria construida: patrimonio cultural y modernidad. Tirant lo Blanch, Valencia.

Herrero, N. (2011): La posmodernización de la tradición. Nuevos retos para la gestión del patrimonio. Revista de antropología social, 20: 293-307.

Miró, M. (1997). Interpretación, Identidad y Territorio. Una reflexión sobre el uso social del patrimonio. En Boletín del Instituto Andaluz del Patrimonio Histórico, 18. Consejería de Cultura de la Junta de Andalucía, Sevilla.

Morales, J. (2000). Guía práctica para la interpretación del patrimonio: el arte de acercar el legado natural y cultural al público visitante. Junta de Andalucía, Sevilla

Pereiro, X. (2006): Património Cultural: o casamento entre património e cultura. ADRA, 2: 23-41 Museo do Povo Galego, Santiago de Compostela.

Prats, Ll. (1997): Antropología y patrimonio. Ariel, Barcelona.

Vicente, E. (2007): Economía del patrimonio y políticas patrimoniales: un estudio de la política del patrimonio histórico en Castilla y León. Instituto de Estudios Fiscales, Madrid.

VV. AA. (2009): Heritage and Beyond. Council of Europe, Strasbourg.

Waterton, E.; Smith, L. (Eds.) (2009): Taking Archaeology out of Heritage. Cambridge Scholars Publishing, Newcastle upon Tyne.

Basic Competence
-(CB-1) that the students have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field.
•(CB-2) that the students have demonstrated the ability to conceive, design, implement and adopt a substantial process of research with academic seriousness;
• (CB-4) that students are able to carry out a critical analysis, evaluation and synthesis of new and complex ideas;
• (CB-5) that the students know how to communicate with their colleagues, with the whole academic community and society in general about their areas of expertise;

Specific Competence:
- (CE-2) Preparation and writing of historical and archaeological reports.
- (CE-3) Management of collections and museums
- (CE-4) Counselling in master plans or special plans, archaeological Works, etc.
- (CE-6) Direction of archaeological excavation and survey activities.

Transversal Competence:
(CT-1) Use bibliography and bibliographic resources search tools (general and specific), which includes Internet access, seeing its huge opportunities and enhancing the discriminatory ability of students on its contents.
(CT-2) Manage optimal forms of working time and organizing the resources available, by establishing priorities, alternative paths and identifying errors in the decision making.
(CT-3) Enhanced capacity of teamwork, in cooperative environments, multidisciplinary or high competitive level

The teaching activities combine the teaching of theoretical concepts (lecture) with commentary from some of the reference material (practical lesson). In particular, an activity seminar will be devoted to the confrontation of two selected texts that students will have to prepare in groups. The practical component of the course is complemented by a visit to a heritage site illustrates the contents of the same, in terms of media and economic impact, and in relation to vertebrate dissemination strategies, educational, heritage interpretation and socialization of archaeological heritage. The evaluation will be developed by a reflective work related to the subject taught.

Continuous evaluation through:
• Monitoring of student work in the lecture and practical lesson, seminars and tutorials.
• Delivery and / or exhibition of work, results, reports, etc..
Evaluation of the learning process by:
• Written or oral examinations, which may include multiple choice tests, essay tests different format, reasoning questions, questions and short issue, problem solving and case studies.

Grading scale: expressed by numerical final grade 0-10 under current legislation (Real Decreto 1125/2003 September 5th)

Lecture: 10
Practical lesson: 4
Recommended reading: 30
Working seminar: 2
Work preparation: 18
Excursions: 5
Other tasks assigned by the teacher: 2
Tutorial: 2
Workgroups: 2

El estudiante debe conocer el manejo básico de paquetes ofimáticos generales, por ejemplo, Libre Office o Microsoft Office. Asimismo, el estudiante debe saber manejar programas colaborativos estándares, como Microsoft Teams, el programa oficial de la USC, disponible gratuitamente en el repositorio de la USC.

In the case of academic fraud, as defined in Article 42 of the Regulations establishing the rules of coexistence of the University of Santiago de Compostela, and in accordance with the provisions of Article 11. g) of the University Coexistence Law, the sanctions provided by the regulations will be applied. Among the premeditated behaviors aimed at falsifying the results of an exam or assignment are plagiarism and the unauthorized use of Artificial Intelligence tools.