What can be learned from decontextualised heritage?

This paper analyses the perceptions of trainee primary education teachers on the inclusion of relevant and socially conflictive issues in heritage education. In university classes, a strategy based on collaborative learning and research methodology oriented towards the development of critical thinking is taught. Places which have been flooded by the construction of dams are studied due to the conflict which this causes between local interests and social benefit. This research employs mixed methods in order to analyse the perceptions of trainee teachers regarding conflictive heritage and its use in the classroom. The learning is evaluated in order to understand social problems and to analyse to what extent they consider that such issues can contribute towards constructing a socially committed citizenship. The results show that trainee teachers modify their perceptions regarding how to approach heritage education when research methodology is incorporated into their training process.