Propuesta metodológica para la planificación de un itinerario didáctico en un paisaje protegido
In Castilla-La Mancha there are a total of 111 protected natural areas distributed among 7 types of protection: National Park, Nature Park, Nature Reserve, River Reserve, Natural Monument, Micro-Reserve and Protected Landscape. Although there are more than a hundred protected natural spaces, there i...
| Authors: | , , |
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| Format: | book part |
| Publication Date: | 2018 |
| Country: | España |
| Institution: | Universidad de Castilla-La Mancha |
| Repository: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/43459 |
| Online Access: | https://hdl.handle.net/10578/43459 |
| Access Level: | Open access |
| Keyword: | Accesibilidad Chorrera de Horcajo Espacios Naturales Protegidos Itinerario Didáctico Paisaje Protegido |
| Summary: | In Castilla-La Mancha there are a total of 111 protected natural areas distributed among 7 types of protection: National Park, Nature Park, Nature Reserve, River Reserve, Natural Monument, Micro-Reserve and Protected Landscape. Although there are more than a hundred protected natural spaces, there is only one corresponding to the figure of Protected Landscape. This is the area known as Chorrera de Horcajo, located in the municipality of Horcajo de los Montes (province of Ciudad Real) in the Montes de Toledo, bordering the Cabañeros National Park. On the basis of a research and transfer project being developed between the University of Castilla-La Mancha and the Provincial Council of Ciudad Real, work is being carried out on the diagnosis of interpretative and didactic elements in all the protected natural areas of this province of the Spanish Southern Subplateau, which has almost half of these protected areas in Castilla-La Mancha. In each of these protected areas, an accessibility, signposting and information plan has been proposed, as well as the elaboration of interpretative and/or didactic contents. A method based on several sections aimed at planning a didactic itinerary was followed. The first section refers to the diagnosis of the interpretative and educational infrastructures in the area, as well as accesses. The second point refers to the elaboration of geographical contents, mainly physical but also human, from which to elaborate different products, materials and didactic resources, such as a guide to the Protected Landscape or a brochure, in computer or paper format, of the space or the interpretive trail. The third step consists of the actual design of an educational itinerary within the Protected Landscape. Here, fieldwork, mapping and the identification of Sites of Didactic Interest (S.I.D.) take on special relevance. Based on a literature review and the application of a specific method used in previous works (Jerez, Serrano de la Cruz and García, 2017, among others), a methodology based on qualitative and quantitative criteria is proposed to identify and delimit these LIDs. This methodology has been applied to this Protected Landscape, resulting in the design of an educational itinerary. |
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