@article {fontal_evaluation_2017,
	title = {Evaluation of educational programmes on Intangible Cultural Heritage},
	journal = {Estudios Pedagogicos},
	volume = {43},
	number = {4},
	year = {2017},
	note = {Publisher: Universidad Austral de Chile},
	pages = {69{\textendash}89},
	abstract = {The paper provides a relational analysis of approaches and categories in educational programs related to intangible heritage, in the framework of a study funded by Economy and Competitivity Ministry in Spain and Feder funds (UE) based on the Research EDU2015-65716-C2-2-R and is part of a set of actions promoted by the National Plan for Heritage and Education. Our analysis is conducted within an evaluation process applied on a sample of 202 educational programmes in order to diagnose the state of the question and detect their strengths and weaknesses. The study shows that the educational programmes under scrutiny deal with all educational settings and belong to a broad range of typologies. Additionally, relational tendencies are established between the programmes{\textquoteright} target audience and their typology. On the other hand, shortfalls are detected involving a high percentage of programmes that have no educational design. On the whole, there emerges the need to generate new perspectives for heritage education that ensure its activating function of the processes of identity and society towards its heritage. {\textcopyright} 2017, Universidad Austral de Chile. El art{\'\i}culo ofrece un an{\'a}lisis relacional de los enfoques y categor{\'\i}as de programas educativos generados en torno al patrimonio inmaterial, derivado de un estudio financiado por el Ministerio de Econom{\'\i}a y Competitividad y los Fondos Feder (UE) en el marco del proyecto de investigaci{\'o}n EDU2015-65716-C2-2-R, y se enmarca en las acciones del Plan Nacional de Educaci{\'o}n y Patrimonio. Este an{\'a}lisis se desarrolla dentro de un proceso evaluativo con una muestra de 202 programas educativos, que tiene como finalidad detectar el estado de la cuesti{\'o}n, as{\'\i} como sus fortalezas y debilidades. El estudio muestra c{\'o}mo los programas analizados abordan todos los {\'a}mbitos educativos, y presentan una amplia gama de tipolog{\'\i}as. Tambi{\'e}n se observan tendencias relacionales entre el tipo de p{\'u}blico y tipo de programa. Por otro lado, se denotan deficiencias en torno al alto porcentaje de programas detectados sin dise{\~n}o educativo. Este aspecto nos plantea la necesidad de generar nuevas prospectivas para la educaci{\'o}n patrimonial, que garanticen su funci{\'o}n activadora de los procesos de identizaci{\'o}n y de la sociedad hacia su patrimonio.},
	keywords = {Educaci{\'o}n patrimonial, Evaluaci{\'o}n de programa, Heritage education, Instituto del patrimonio cultural de Espa{\~n}a, Intangible cultural heritage, Patrimonio cultural inmaterial, Programme evaluation, Spain{\textquoteright}s Institute for Cultural Heritage, UNESCO},
	issn = {0716050X (ISSN)},
	doi = {10.4067/S0718-07052017000400004},
	url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055630430\&doi=10.4067\%2fS0718-07052017000400004\&partnerID=40\&md5=b8fa1588fdbe2b5682a6769ea52920ff},
	author = {Fontal, O. and Mart{\'\i}nez, M.}
}
