Role-Playing as a Didactic Strategy for Teaching Intangible Heritage: An Intervention with Trainee Teachers

Heritage education has been marked over the years using expository methodologies, as well as by a heritage education that hardly considers intangible assets. In the face of these limitations, there are continuous calls for a transformation of heritage education, which requires significant changes in teacher training. This transformation requires the incorporation of active methodologies that increase student participation, stimulate their interest and facilitate the understanding of heritage from an integrative perspective. In this context, the results of a didactic intervention that implements a role-playing strategy with teachers in training are presented. The objective is to validate the potential of this didactic strategy in heritage education. Specifically, the activity addresses the current social problems related to the loss of traditional crafts, as a representative part of intangible heritage. For this purpose, five situations were selected for the students to represent after a group research process: old Mesta cattle breeders, cork extractors, charcoal burners, the problem of large landowners and the possibilities of rural tourism for the knowledge of intangible heritage. Eighty-seven interviews were conducted to learn about their perception of the methodology. The results show that role-playing is an effective strategy for learning about heritage. It proved to be a motivating and effective strategy for understanding complex historical issues, as well as for developing the capacity for reflection and critical thinking.