Situated education, culture and tourism as an
opportunity to improve the quality of life in the regions: a literature review
Educación situada, cultura y turismo
como una oportunidad para mejorar la calidad de vida de las regiones: una
revisión de la literatura
Mauricio
Londoño Londoño
Master's Degree, University: Institución
Universitaria Tecnológico de Antioquia, mauricio.londono@correo.tdea.edu.co
https://orcid.org/0009-0008-0883-9245
...........................................
ABSTRACT
Education is the best formula that an individual
can have for his good development and formation, so it is considered as part of
the devices used to give value and respect to cultural plurality, in this sense
the cultural practices of a territory such as the silletera
culture, have in the school the best space for its expression. Under this
perspective is that this article aims to carry out a literature review that
allows to analyze the relationship between Education and Culture, Tourism and
Culture and Situated Education. For this purpose, a systematic literature
search was carried out using Scopus, complementing the analysis with the VOSviewer application. The search yielded 99 papers, which
showed that the Social factor is the one that most
influences the acquisition of cultural and tourism knowledge, more than the
school itself. However, when talking about situated education, ICTs show a high
influence, since today's students handle information through different
technological devices.
Keywords: education, culture, tourism, situated education.
RESUMEN
La educación es la mejor fórmula que puede tener
un individuo para su buen desarrollo y formación, por lo que se considerada
como parte de los dispositivos utilizados para darle valor y respeto a la
pluralidad cultural, en este sentido las prácticas culturales de un territorio
como lo es la cultura silletera, tienen en la escuela el mejor espacio para su
expresión. Bajo esta perspectiva es que este artículo tiene por objeto llevar a
cabo una revisión de la literatura que permita analizar la relación que existe
entre Educación y Cultura, Turismo y Cultura y Educación Situada. Para ello, se
realizó una búsqueda sistemática de bibliografía utilizando Scopus
complementando el análisis con la aplicación VOSviewer. La búsqueda arrojo 99 trabajos, los cuales demostraron
que el factor Social es el
que más influye en la adquisición de conocimientos culturales y turísticos, más que la misma escuela. Sin embargo, cuando se habla de educación situada, las TIC muestran una alta
influencia, ya que los estudiantes de hoy en día manejan la información a través de diferentes dispositivos tecnológicos.
Palabras Clave: educación, cultura,
turismo, educación situada.
Introduction
Education, in and
for diversity, not only promotes the strengthening of cultural and ethnic
identity, but also works from the point of view that each individual or
community shows itself to others and from this correlation finds itself (Aristizábal, 2000). This agrees with Brito (2008), who
states that the dynamic and complex process of identity and culture
construction is determined by the possibility of an individual to be part of
and to be, every time he/she relates to other subjects generating new perceptions
of reference and belonging.
On the other hand,
Sáez (2006) affirms that education is the best formula an individual can have
for his or her good development and formation, so it is considered as part of
the devices used to give value and respect to cultural plurality and facilitate
communication and the development of intercultural skills, which coincides with
Brito (2008) who mentions that in a formal institution such as the school, is
where the space for an educational alternative that takes into account cultural
diversity is clearly given.
From this
perspective, we are interested in carrying out a literature review to analyze
the link between Education and Culture, Tourism and Culture and Situated
Education. In order to achieve this purpose, a systematic search of
bibliography on the subject was carried out using the search engines of
articles and publications indexed in the databases that we can access from the Institución Universitaria Tecnológico de Antioquia:
https://tdea.basesdedatosezproxy.com/menu , paying more
attention to the Scopus database and cross-referencing it with VOSviewer; research papers that met the following
requirements were analyzed: first, articles that presented the following search
equations Education and Culture, Education and Tourism and Situated Education;
second, articles whose area of study was Social Sciences and Arts and
Humanities; third, published from the year 2000; fourth, type of document
(Article or Review); fifth, that they were Latin American publications; sixth,
that they had Education, Culture and Pedagogy as keywords; and seventh, that
when analyzing their title and abstract, a direct relationship was found with
the areas of study Education, Culture, Tourism, and Situated Education.
The following work
is structured as follows: after this introduction, the conceptualization of the
terms culture, education, tourism and situated education is presented, and the
relationship established between these concepts, generating a theoretical framework
for this exploratory literature review exercise; in the third part, the
methodology is presented with the search criteria and final selection of the
articles so that in section four the descriptive analyses of the relationships
between education and culture, culture and tourism, situated education can be
developed; finally, the final conclusions are presented.
Although
etymologically speaking, the word culture means to cultivate, UNESCO (1998),
defines it as that of material, intellectual, emotional, distinctive and
spiritual feature or attribute that are complex or entangled to characterize a
social group or a society in general. It includes not only literature and art,
but also value systems, ways of life, traditions, customs, beliefs and the
fundamental rights of all individuals.
For this reason,
the term culture refers to the way or style of being of a given community of
human beings and is everything that women and men have constructed throughout
history: social representations, customs, beliefs, ways of life, rituals,
norms, values and myths, that is, everything that is transmitted and learned
socially by and within the same group (Besalú, 2002; Sáez, 2006); culture is
obtained through a process of human socialization, which is dynamic, besides
giving meaning and sense to that reality in which it is supported and adapted
and which is generally in constant change and progression, facilitating the
different social organizations to fight against the problems of life (Bolívar,
2001; Sáez, 2006); the latter agrees with Jordán (1997) and Sáez (2006), who
define it as an accumulation of concepts that explain and make sense of the way
of understanding physical, spiritual and social reality. Likewise, another
definition could be as a system of shared values, customs, traditions, behaviors,
beliefs and devices, which the members of a social community use interactively
among themselves and with the rest of the world, which are transferred from
generation to generation through learning (Plog and Bats, 1980; Sáez, 2003).
For its part, the
Draft Declaration on Cultural Rights, Fribourg Declaration of 2007, in its
Article 2, mentions:
"a. The term "culture" includes the values, beliefs,
convictions, languages, knowledge and arts, traditions, institutions and ways
of life through which a person or a group expresses its humanity and the
meanings it gives to its existence and development;
b. The expression "cultural identity" should be understood as the
set of cultural references by which a person, individually or collectively,
defines himself, constitutes himself, communicates and understands himself to
be recognized in his dignity;
c. Cultural community" is understood as a group of persons who share
the constitutive references of a common cultural identity, which they wish to
preserve and develop."
It is to be
understood that the cultural identity of a social group is never static or
fixed in perpetuity, it is an active reality with a lot of dynamism, in
constant construction but which simultaneously also constructs us; therefore,
since cultures are not static, they cannot be considered as something
standardized, or as rules, norms or criteria that can be modified, denied,
rejected, removed and/or simply put in place. Cultures cannot be like
disposable tissues that are used and thrown away, or like an outfit that you
take off and put on as you please. We must be aware that culture is
omnipresent, and that we will find it in all activities. Cultural diversity is
present in individuals and groups of individuals who have generated ways of
living that translate into real expressions of human creativity in a specific
place and time (Sáez, 2006).
What intercultural
education does is to place these cultural pluralities in interaction,
recognizing the other as an entity with thoughts, values and emotions;
therefore, for us to understand and comprehend intercultural education, it is
essential to realize that we were all born and formed in a specific cultural
environment. Everyone has a cultural identity that shapes and gives it meaning,
becoming the accumulation of cultural references by which a group or an
individual defines itself, expresses itself, exhibits itself, externalizes
itself and longs to be recognized. In essence, it is only possible for us to
feel, think, grow, analyze and do from a given cultural identity (Sáez, 2006).
Education, in and
for diversity, not only fosters the strengthening of cultural and ethnic
identity, but also works from the point of view that each individual or
community shows itself to others and from this correlation finds itself (Aristizábal, 2000). This agrees with Brito (2008), who
states that the dynamic and complex process of identity and culture
construction is determined by the possibility of an individual to be part of
and to be, every time he/she relates to other subjects generating new perceptions
of reference and belonging.
On the other hand,
Sáez (2006) affirms that education is the best formula that an individual can
have for his good development and formation, so it is considered as part of the
devices used to give value and respect to cultural plurality and facilitate communication
and the development of intercultural skills, which coincides with Brito (2008)
who mentions that in a formal institution such as the school, is where the
space is clearly given for an educational alternative that accounts for
cultural diversity, to be expressed; Therefore, an educational system based on
an education in which intercultural education is promoted and cultivated may
have the possibility of solving the prejudices that exist towards minority
communities, acquiring an excellent cultural interaction based on mutual
learning. That is why the school is transfigured into the most appropriate
scenario for interculturality to occur (Merino and Ruiz, 2005; Garrote, 2018).
Despite this,
Banks (2020) states that, in order to achieve the implementation of a
successful multicultural education, 5 dimensions must be taken into account,
which are presented in Illustration 1.
Table 1. Table of dimensions for the implementation of successful multicultural
education.
|
Dimension |
Characteristics |
|
Content integration |
Implies
promoting the linking of cultural and ethnic themes and content in the
subjects. |
|
The process of
knowledge construction, |
Its goal is to
analyze the knowledge that is constructed, which must be free of prejudices
and cultural assumptions. |
|
The reduction of prejudices |
Increases
cultural, ethnic and racial awareness in the classroom. |
|
Equity pedagogy |
Brings together
a diverse range of teaching techniques and learning styles to lead learners
from diverse backgrounds to succeed in school |
|
Empowering
school culture and social structure |
Means training
students and school staff on different issues, such as, racial groups, ethnic
languages, and gender types so that they can intervene in inventing a more
just and equitable environment |
Source: Own
elaboration (year 2022)
The above is in
line with Brito (2008), who states that the pretension of educating from
identity cannot pretend to standardize knowledge and in turn must account for
the differences between the agents that are part of the educational process:
educator and student; this process, in addition to consolidating a cognitive
learning space, forces to generate political, aesthetic, ideological, cultural
and ethical practices, in which individuals have the possibility of
problematizing, re-signifying, perceiving and critically modifying their social
reality. The richness and the possibility that demarcate the processes related
to culture and its intimate relationship with the various social determinants
derive to be essential for the effectiveness and efficiency of the educational
process. This same author mentions that it is essential that there be a
congruence between educational policies and cultural policies that guarantee
the perpetuity of an integrated vision, where culture and education intertwine
in favor of general practices, rescuing the individual with his or her previous
knowledge and learning, as well as his or her most varied cultural and popular
traditions.
The latter agrees
with Monterroza (2017), who states that education and culture have become one
of the pillars that are part of the development of cities, and from this
perspective modern cities involve in their reality the active participation of
people through different events, artistic expressions and discussion spaces,
while promoting creativity and innovation. Therefore, when the ideas that come
from citizens are taken into account by governments, it makes a difference,
making cities more inclusive spaces.
This coincides
with Díaz (2006), who maintains that knowledge or learning is considered
situated when it occurs in a given situation or context, and is obtained as a
consequence of social practices and the interaction between the individual who
learns and others. Therefore, it is part of and is the result of human
activity, the context and the culture in which the person finds him/herself
(Díaz, 2003).
According to Díaz
(2003), pedagogical practices in schools show a discord between knowing what to
teach and knowing how to teach, and knowledge is seen as something foreign and
outside the contexts of daily life or the cultural and social dynamics in which
it is immersed. This type of teaching reflects learning that is not very
meaningful and lacks application and meaning, so that students are unable to
generalize and transfer what they have learned.
Materials and methods
A systematic
search of bibliography was carried out to analyze the relationship between
Education and Culture, Education and Tourism, and Situated Education, using the
search engines of articles and publications indexed in the databases to which
we have access from the Institución Universitaria Tecnológico de
Antioquia : https://tdea.basesdedatosezproxy.com/menu , paying more attention to the Scopus database and crossing it with VOSviewer; the search, identification and selection was
carried out between November 2022 and May 2023 where research papers that met
the following requirements were analyzed sequentially: first, articles that
presented the following search equations in English, Education and Culture,
Education and Tourism and Situated Education; second, articles whose area of
study was Social Sciences and Arts and Humanities, since the issue of
interculturality and its resultant intercultural education emerged in Latin
America from the social sciences in the 1970s as a result of the study of the
links that occur between indigenous and non-indigenous populations (López,
2001; Mateos, 2011 and Prado, 2021); third, published from the year 2000 to the
year 2023, considering that nowadays, these topics are discussed in all
sciences, since they make a great contribution to interdisciplinary and
transdisciplinary knowledge, given that the diversity of positions and points
of view strengthen the gnoseologies and methodologies
of all sciences, especially the social and human sciences (Mesa-Manosalva, 2022); fourth, type of document (Article or
Review), since both provide information on the studies within the discipline;
fifth, that they are Latin American publications, since according to Prado
(2021), interculturality is a very important topic for Latin America, and even
more so in times in which ethnic and cultural plurality make recognizing and
admitting democracy an ever greater challenge; sixth, that they have as key
words in English Education, Culture and
Pedagogy (for the case of Education and Culture); Tourism, Education, Culture,
Cultural Tourism. (for the case of education and tourism); Situated Learning,
Learning, Education, Teaching, Situated Cognition and Culture (for the case of
situated education), since these are the words that are most closely related to
the search equations proposed; and seventh, when analyzing their title and
summary, a direct relationship was found with the areas of study education,
culture, tourism, and situated education. It should be noted that this search
included articles in English, Portuguese and Spanish. Illustration 2 shows the
results achieved in the search by sequentially applying the proposed criteria.
Table 2. Table of results achieved in the search by sequentially applying the
proposed criteria.
|
Search equation |
Total No. |
N° according to Area |
N° according to Year |
N° according to type of document |
N° by Country (Latin America) |
No. by Keyword |
N° by Title and Abstract |
|
Education and culture |
85417 |
49149 |
45569 |
35245 |
2211 |
462 |
63 |
|
Education and tourism |
8314 |
4323 |
4076 |
3385 |
140 |
42 |
14 |
|
Situated Education |
9905 |
6629 |
6427 |
4846 |
196 |
62 |
22 |
|
Total |
103636 |
60101 |
56072 |
43176 |
2547 |
566 |
99 |
Source: Own
elaboration (year 2022 and 2023).
Considering the
above, it can be seen that in the end 99 documents will be analyzed, which are
the most directly related to the object of study, that is, with "Situated
education, an opportunity to improve the quality of life of the regions from
the valuation of their culture (case of the silletera
culture of the village of Barro Blanco in the Corregimiento de Santa
Elena)".
In order to verify
and corroborate the pertinence in the classification and choice of articles,
before the classification according to the Title and Abstract, several maps of
relationships between key words of each work were made according to the search equations
used (education and culture, education and tourism and situated education). As
can be seen in the following illustrations, the most frequently repeated words
were education, curriculum, pedagogy, teaching, research. These words, in a
way, certify the selection of the documents, since they coincide with the
intention proposed in this article.
Illustration 1. Map of relationships between keywords of the search equation education and
culture.
Source: Own
elaboration, taking into account the SCOPUS results anchored with VOSviewer (year 2022).
Illustration 2. Map of relationships between keywords of the search equation education and
tourism.
Source: Own
elaboration, taking into account the SCOPUS results anchored with VOSviewer (year 2022).
Illustration 3. Map of relationships between keywords of the search equation situated
education.
Source: Own
elaboration, taking into account SCOPUS results anchored with VOSviewer (year 2023).
Results
Considering
Illustration 2, it can be seen that as the search conditions are used, the
number of articles decreases, being more noticeable when applying the
"Latin American countries" filter, since the drop was 93.72%, 95.86%
and 95.95% for the education and culture, education and tourism and situated
education equations respectively; at the end of the filters, a total of 99
selected articles were obtained (63, 14 and 22 for the equations mentioned
above).
Articles by year.
Through the
analysis of these papers, in Illustrations 6, 7 and 8 it can be seen that
despite the fact that there have been publications for more than 15 years, the
topic of education, culture, tourism and situated education show a growing
trend, since 65.80% of the analyzed articles were published after 2015 for the
case of the search equation education and culture; 80.95% for the equation
education and tourism; and 77.42% for situated education.
Illustration 4. Number of articles published by year, from the search equation education
and culture.
Source: Own
elaboration, taking into account the results of SCOPUS (year 2022).
Illustration 5. Number of articles published per year, from the education and tourism
search equation.
Source: Own
elaboration, taking into account the results of SCOPUS (year 2022).
Illustration 6. Number of articles published per year, from the search equation situated
education.
Source: Own
elaboration, taking into account the results of SCOPUS (year 2023).
These results
agree with Prado (2021), who states that there is currently a concern on the
part of Latin American researchers, who seek a solution to the dissatisfaction
with the treatment given to indigenous communities in the homogenization and
integration policies of each country, understanding that, for the States, the
challenge lies in reordering the democratic aspects recognizing the diversity
of their population. This coincides with Mesa-Monsalva
(2022), who affirms that ethno-cultural works are gaining importance and
convenience in the field of academia and research due to the continuous
yearning to learn the characteristics of communities and cultures: their
celebrations, customs, miscegenation, language, axiology, politics, religion,
education, organization, economy.
Similarly, Granda
(2009) points out that since the end of the 20th century and the beginning of
the 21st century, some Latin American countries have been shaken by the birth
of Afro-descendant and indigenous social movements. These movements have presented many requests
of different kinds, but in general, they have been directed towards the birth
and strengthening of an efficient cultural environment for their identities.
With respect to the indigenous and Afro movements, several countries have acted
by sanctioning new constitutions and laws that identify the collective rights
and cultural diversity of such communities. Among these States are Colombia,
Nicaragua, Guatemala, Ecuador, Brazil, Chile and Bolivia (Walsh, 2000). Chile
and Bolivia (Walsh, 2000 and Granda, 2009).
Alberca-Sialer (2022), states that, as a result of the
progressive interest of societies and academia in understanding the subject of
tourism, lately there is a boom in the birth and dissemination of specialized
journals in this field, which is to be expected given the social, cultural,
economic and environmental effects that tourism is generating worldwide, and
its growth in recent years (World Tourism Organization, 2019).
According to
Durango (2022), the premise of situated learning exposes that the cognitive
process is established in a cultural, social and historical world that involves
a mutual process in which knowledge and consciousness are exchanged from one
person to another (intersubjectivity) through a transitory structure offered by
the teacher, which offers a support to the student in the elaboration of new
learning, which is removed after the learner shows the ability to act
independently (scaffolding), as mentioned by Delmastro (2008).
Illustration9
shows the analyses of academic production differentiated by type of work, i.e.,
literature reviews or research articles. In this Illustration it can be seen
that 92.9%, 95.2% and 91.9% correspond to research applied to the search
equations education and culture, education and tourism and situated education
respectively, while 7.1%, 4.8% and 8.1% of the total number of works carried
out correspond to literature review articles.
|
Illustration 7. Percentage of articles according to the type
of document. |
||
|
|
|
|
|
search equation
education and culture |
search equation
education and tourism. |
search equation situated education. |
|
Source: Own
elaboration, taking into account the results of SCOPUS (year 2022). |
||
It is to be
considered that the research articles make an important contribution to the
research area in aspects of theory demonstration and/or methodological
novelties, strengthening the bibliographic references that address the topics
of culture, education, tourism and situated education.
When analyzing
Illustrations 10, 11, and 12, it is possible to appreciate the consolidation of
the research carried out in the 10 countries or territories with the greatest
number of research papers; note that for the research equation education and
culture, Brazil, Mexico, Chile and Colombia are the countries with the greatest
number of this type of work, with 55.19% (255 papers), 12.25% (57 papers),
12.12% (56 papers) and 9.52% (44 papers) respectively of the 462 papers
analyzed. Similarly, of the 42 papers analyzed with the education and tourism
search equation, it can be seen that Brazil (with 16 papers), Mexico (with 7
papers), Chile and Colombia (with 4 papers each), are among the top 10; the
same happens with the situated education search equation, where out of 62
papers, 20 were written in Brazil, 16 in Chile, 12 in Colombia and 12 in
Mexico.
Illustration 8. Number of articles by country, from the education and culture search
equation.
Source: Own
elaboration, taking into account the results of SCOPUS (year 2022).
Illustration 9. Number of articles by country, from the education and tourism search
equation.
Source: Own
elaboration, taking into account the results of SCOPUS (year 2022).
Illustration 10. Number of articles by country, from the search equation situated education.
Source: Own
elaboration, taking into account the results of SCOPUS (year 2023).
These results
agree with Granda (2009), who states that since the end of the 20th century and
the beginning of the 21st century, Latin America has undergone a strong
transformation due to the flourishing of Afro-descendant and indigenous social
movements.
Furthermore, it
should be kept in mind that interculturality is a very important issue for
Latin America, and even more so in times in which ethnic and cultural
diversification makes recognizing and admitting democracy an ever
greater challenge (Prado, 2021). Thus, the diversity of the population
of some Latin American countries is expressed as follows: in Bolivia there are
36 cultures, in Ecuador there are 16 different nationalities, in Peru there are
52 peoples, in Nicaragua there are 6 indigenous reserves and identified ethnic
communities and in Guatemala there are 4 peoples, among which the Maya is the
largest (Ventiades, 2014).
Although it cannot
be considered as a conclusion per se, there is a great coincidence in that the
territories that show greater research production are those that receive more
tourists per year (World Tourism Organization, 2019 and Alberca-Siale,
2022); this agrees with Vargas (2014) who argues that the most logical thing is
that the countries that present greater tourism worldwide, are also countries
that lead the generation of scientific knowledge to improve the tourism
industry.
Similarly, it
should be kept in mind that according to Escribano (2017), to currently study
education in Latin America it is necessary to take into account, the incidence
of economic aspects, especially social marginalization and poverty, as well as
cultural, demographic, historical aspects, in addition to public policies and
investment in education. In addition, it is necessary to give added value to
the efficient and effective use of ICTs in schools, and the updating and
training of teachers.
Co-occurrence of
keywords
Figures 13, 14 and
15 show the keywords with the highest co-occurrence in the three search
equations. For education and culture, they were: education, curriculum,
pedagogy, communication, teaching, research, cultural anthropology; for the
equation education and tourism, they were education, tourism, ecotourism,
cultural tourism, cultural heritage, and for situated education, they were:
Article (article), human (Human), learning (learning), education (education)
teaching (teaching), situated learning (situated learning); in general this
group of words are part of the very nature of the topics of the chosen
articles. Similarly, it can be noted
that there are keywords that present very few co-occurrences, which may indicate
the existence of authors who only define keywords as a requirement of the
publisher and not with real intentions of identification (Macías-Alegre, 2016).
Illustration 11. Heat map of minimum 5 co-occurrence of keywords of the search equation
education and culture.
Source: Own
elaboration, taking into account SCOPUS results anchored with VOSviewer (year 2022).
Illustration 12. Heat map of minimum 5 co-occurrence of keywords of the search equation
education and tourism.
Source: Own
elaboration, taking into account the SCOPUS results anchored with the VOSviewer (year 2022).
Illustration 13. Heat map of minimum 5 co-occurrence of keywords of the search equation
situated education.
Source: Own
elaboration, taking into account SCOPUS results anchored with VOSviewer (year 2023).
Articles by
category
Considering that
according to the Political Constitution of Colombia (1991) education is the
responsibility of the State, society and the family, it was decided to classify
the articles selected and analyzed according to the following categories:
Society (when cultural and learning practices occur from aspects of a social
nature, such as rites or cults; school, when learning is acquired directly at
school, through teaching practices; legal or literature review, when the topic
is directly related to the bibliographical review, whether of a legal or
bibliometric order; and finally ICT, when the article is related to the
incorporation of learning through this medium.
Illustrations 16,
18 and 20 show the results of this classification.
Table 3. Classification table by category for the education and culture search
equation.
|
Author |
Category |
Year |
|
Mesa-Manosalva, Edgar Guillermo |
Society |
2022 |
|
Eréndira A. Campos García Rojas,
Eréndira A. |
Society |
2022 |
|
Ibarra Vallejos Ivan Alexander |
Legal or literature review |
2022 |
|
Agudelo-Torres José Federico |
Society |
2022 |
|
Agudelo Torres, José Federico; Rueda, Sergio Manco Ruiz, Edgar Ocampo |
Society |
2021 |
|
Mayoni, María Gabriela |
School |
2022 |
|
González-Plate Lylian Iris, Rivera García Enrique Trigueros Cervantes Carmen |
School |
2022 |
|
Marsico, Giuseppina |
School |
2022 |
|
Cifuentes, Beatriz Elena Ortiz |
Society |
2022 |
|
Pierre Richard Médor Alberto Moreno Doña Enrique Rivera Garcia |
School |
2022 |
|
Rosero-Prada, Ana Lucia |
Society |
2022 |
|
Marchant, Alicia Umanzor |
Society |
2022 |
|
Prado López, Hugo Ricardo |
Legal or literature review |
2021 |
|
Utreras, Eduardo Guzmán |
Society |
2021 |
|
Miranda, Angela Luzia |
ICT |
2021 |
|
Clement, Ute |
ICT |
2021 |
|
Monteiro, Rodrigo |
Society |
2021 |
|
de Camargo Sampaio, Juliano Casimiro |
TIC |
2021 |
|
Giovanni Aguilar, Irene |
Society |
2021 |
|
Chamorro-Koc, Marianella |
Society |
2021 |
|
Ortiz Torres, Emilio Alberto |
Society |
2021 |
|
de Miranda, Júlia Cleide Teixeira |
Society |
2021 |
|
Gil-Quintana, Javier |
ICT |
2021 |
|
Ramírez, Esperanza Gómez |
Society |
2020 |
|
Candemil, Luciano Da Silva |
Society |
2020 |
|
Vilicic, Teresa P. Vernal |
Society |
2020 |
|
Olarte, Gabriel Eduardo Toledo |
Legal or literature review |
2020 |
|
Benalcázar, Mariela Monserrath Barbecho |
Society |
2020 |
|
Oderich, Cecilia Leão |
Society |
2020 |
|
Santos, Jorge Alejandro |
Society |
2020 |
|
Barros Arrieta, David |
Society |
2020 |
|
Hoffmann, Adriana |
ICT |
2020 |
|
Nascimento de Mattos, Sandra Maria |
Society |
2020 |
|
Campa-Álvarez, Reyna de los Ángele |
Society |
2020 |
|
Henao, José Mario Mayorga |
Society |
2020 |
|
Jimenez, Fabian Benavides |
Society |
2019 |
|
de la Mata, Manuel L. |
Society |
2019 |
|
Martínez-Rodríguez, Dianelkys |
Legal or literature review |
2019 |
|
Narváez-Montoya, Ancízar |
ICT |
2019 |
|
Beltrán-Véliz, Juan Carlos |
School |
2019 |
|
Thezá Manríquez, Marcel |
Society |
2018 |
|
Marsico, Giuseppina |
Society |
2018 |
|
Lewis, Lily |
Society |
2018 |
|
Simão, Livia Mathias |
Society |
2017 |
|
Ochoa, Francisco Javier Llano |
Society |
2017 |
|
Conte, Isaura Isabel |
Society |
2017 |
|
Gurgel, Ivã |
Society |
2016 |
|
Tranier, José |
Legal or literature review |
2016 |
|
del Villar, Oscar Lennon |
Society |
2016 |
|
Julio-Maturana, Cristina |
Society |
2016 |
|
Careaga Butter, Marcelo |
ICT |
2015 |
|
Salomão, Ana Cristina Biondo |
ICT |
2015 |
|
da Silva, Monica Ribeiro |
Society |
2014 |
|
Rodriguez, Raul |
Society |
2014 |
|
Moura, Diego Luz |
Society |
2014 |
|
Santamaría, Andrés |
Society |
2014 |
|
da Silveira Mazzotta, Marcos José |
Legal or literature review |
2011 |
|
Tamanini, Elizabete |
Society |
2011 |
|
de Oliveira, Rogério Cruz |
Society |
2010 |
|
Manuel Rubio M. |
Society |
2009 |
|
de Lourdes Sá Earp, Maria |
Society |
2009 |
|
Werneck, Vera Rudge |
School |
2008 |
|
Sardelich, Maria Emilia |
ICT |
2006 |
Source: Own elaboration (year 2022).
According to the
above categorization, 66.66% of the articles correspond to the
"Society" category, 14.28% to "ICT", 9.52% to "Legal
or bibliographic review" and 9.52% to "School" (see Illustration
17). This shows how cultural aspects in a region are more influenced by social
factors than the school itself.
Table 4. of classification
by category for the education and tourism search equation.
|
Author |
Category |
Year |
|
Cave,
Jenny |
Society |
2022 |
|
Alberca-Sialer, Fabrizio Augusto |
Legal or Literature Review |
2022 |
|
Holanda,
Elisabete Hulgado |
Society |
2022 |
|
Tauro, Alejandra |
Society |
2022 |
|
Gonzalez-Herrera,
Manuel-Ramon |
School |
2021 |
|
Correia, Jonilson Costa |
ICT |
2021 |
|
Garcia,
Carolina Inés |
Society |
2021 |
|
Acevedo-Duque, Ángel |
Legal or literature review |
2021 |
|
da
Silva, Julia Marina |
Legal
or literature review |
2021 |
|
González-Fonseca, Fredy-Ismael |
Legal or literature review |
2019 |
|
Ramos,
Silvana Pirillo |
Society |
2019 |
|
Forteza Fernandez R.F. |
Society |
2019 |
|
Melo,
Alessandro de |
Legal
or literature review |
2015 |
|
Liccardo, Antonio |
Society |
2012 |
Source: Own elaboration (year 2022).
The above table
shows that the "Society" category grouped 50% of the articles, while
"Legal or literature review", "School" and "ICT",
grouped 35.71%, 7.14% and 7.14% respectively (see Illustration 19). This also shows
that social factors have the greatest impact on tourism learning in the
communities.
Table 5. Classification table by category for the situated education search
equation.
|
Author |
Category |
Year |
|
Durango,
Maria Fernanda |
School |
2022 |
|
Pimentel, Juan |
School |
2022 |
|
Cely
Ávila, Flor Emilce |
School |
2021 |
|
Sandoval-Rivera, Juan Carlos A. |
Society |
2021 |
|
Corredor,
Javier |
ICT |
2020 |
|
Thibaut, Patricia |
Society |
2020 |
|
Loya,
Cruz Argelia Estrada |
Society |
2019 |
|
Rodriguez, Laura |
Legal or bibliographic review |
2019 |
|
Beltrán-Véliz,
Juan Carlos |
School |
2019 |
|
Corredor, Javier |
ICT |
2018 |
|
Peña
Ochoa, Mónica A. |
Society |
2018 |
|
Luna, Laura |
Society |
2018 |
|
e
Silva, Regina Coeli Machadoe |
Society |
2016 |
|
Wilmot, Natalie Victoria |
ICT |
2016 |
|
Caroca,
Jaime |
TIC |
2016 |
|
Peña, Patricia |
ICT |
2016 |
|
Barrios,
Andrea Valdivia |
School |
2015 |
|
Figueroa, Laura Luna |
School |
2015 |
|
Molina,
Bastián Andrés Moreno |
Legal
or literature review |
2015 |
|
Gudolle, Lucas Socoloski |
society |
2012 |
|
Paredes,
Rosa G. |
ICT |
2012 |
|
Espinoza, Susana López |
School |
2009 |
Source: Own elaboration (year 2023).
In the case of the
situiated education search equation, the panorama is
a little different since the category "School" showed 31.82%,
"Society" 31.82%, "ICT" 27.27%, while "Legal or
bibliographic review" 9.09% (see Figure 21).
This agrees with
De Haro (2010) and Garrote (2018), who argue that the internet, APPs, social
networks and in general the new Information and Communication Technologies
offer and provide a wide range of work options to educational establishments to
create intercultural and inclusive schools and colleges, which provide
everything required to form learning communities that have interculturality as
their basis. All of the above is made possible thanks to innovative ways of
working designed to increase and improve communication, different technological
advances, cooperative learning and the transfer of learning and experiences
provided by intercultural education of the entire student body.
Conclusions
This literature
review contributes to the study of the relationship between Education and
Culture, Education and Tourism and Situated Education, giving tools to carry
out the research work called "Situated Education, an opportunity to
improve the quality of life of the regions from the valuation of their culture
(case of the silletera culture of the village Barro
Blanco of the Corregimiento de Santa Elena)" Although at the Latin
American level, there are several countries that have conducted research on the
relationship between Education and Culture, Education and Tourism and Situated
Education, There are several countries that have carried out research related
to the topic of education and culture, education and tourism and situated
education, it is those nations that have major tourist destinations that
"apparently" present the most research work in this field and those
that have worked the most in recent years.
Considering the
categorization of the research works analyzed, it can be observed that the Social factor is the one that most influences the
acquisition of cultural and tourism knowledge, more than the school itself.
However, when talking about situated education, ICTs make the difference, since
today's students handle information through different technological devices.
Although there are no research works in Medellin with these search equations,
there are some reviews related to the topic.
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