TEHIC-Handbook_of_best_practices

155 7.3.2. Integrated Educational Project in Oeiras dents to think about the identity, memory and knowledge dimensions, the project also sets the grounds for students to establish personal bonds with these places and think of them as spaces of learning. 4. Heritage Interpretation strategies applied: use of the Tore model / use of immersive techniques. TORE Relevant: Each class selects and works on the enhancement of certain heritage sites. This builds on existing societal issues regarding heritage, as well as on novel educational policies being deployed in Portugal in recent years. Too often heritage safeguard and protection are disregarded by younger generations, in part because traditional policies of cultural democratization have failed to establish strong bonds between individuals and heritage, and, on the other hand, because heritage is often politicized, used as a tool for political grievances. As such, heritage education needs to pay closer attention to the creation of stronger bonds within society. The new educational policies recognize that the future of markets and employment is highly uncertain, so schools must give students cross-disciplinary competences, related to a number of sectors, as well as the curricula in school should adopt local-based knowledge to strengthen the resilience of territories. This project addresses both concerns. Thematic: By doing so, they are encouraged to consider these sites as places linked to their own identities and where their collective memory is partly safeguarded. The collaborative methodology also promotes a sense of agency, allowing students to see themselves as actors of the heritage landscape and not just passive observers. Organized: Three of the sessions take place in the classroom, while other three take place outdoors, at heritage sites. The first in-class session is aimed at allowing students to democratically decide which is their site of choice, and the first on-site session provides an in-depth visit, so students become familiar with the history and collections with which they will work. Since the projects are decided by the students, the subsequent organization of sessions varies depending on the intended outcome. Despite this, mediators provide