The Role of Heritage in Children’s and Adolescents’ Perceptions of Identity in the Catalan Pyrenees
DOI:
https://doi.org/10.65598/rps.6104Keywords:
Identity, Self-Perception, Narratives, Heritage, Education, PyreneesAbstract
This article explores how children and adolescents from a region in the Catalan Pyrenees build their personal and collective identity in relation to the cultural and natural heritage of their surroundings. Starting from a constructivist approach and considering identity as a dynamic and contextual process, the role of personal narratives in the formation of a sense of belonging and self-perception is analysed.
The research is based on a qualitative study with 86 primary and secondary school students, who wrote autobiographies reflecting their identity perceptions. Through thematic analysis, the most significant elements in their discourses were identified, such as personal relationships, tastes, hobbies, daily activities, ties to the territory and heritage, among others.
The results suggest that in childhood, local references and popular celebrations prevail, while in adolescence, more complex reflections emerge on personality, gender, and mental health. Regarding heritage, the natural aspect remains somewhat present in both stages, unlike the historical or industrial, which is barely mentioned.
It is concluded that heritage acts as a symbolic generator of identity, although its impact diminishes with age due to the influence of global dynamics. This disconnection, especially in rural contexts, poses challenges for cultural transmission and territorial attachment. The study emphasizes the need to strengthen heritage education as a key tool to foster reflective and healthy identities, thus improving social cohesion and well-being.
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