(IN)TANGIBLE HERITAGE(S)

Abstract

Observing the changes in the conceptual development of museums and archeological sites, through which the visitor comes in contact with the cultural heritage, we understand that their evolution is in direct dialogue with the society itself, in which they live and develop as organizations. In particular, the museum institution has been radically revised focusing on visitors, and gradually from a space that allowed access to a specific audience, an elite society, “opened its doors” to a wider range of people, and continues to evolve by focusing on most of his interest, for the benefit of the public, which makes the museum nowadays purely anthropocentric. At the same time, the old passive “general public” is evolving into new “active visitors”, aided by current educational approaches. In this case, the teacher facilitates and enables the learning process, and accordingly, the role of the museum educator lies in facilitating active learning through the use and examination of objects, and with discussions related to specific experiences. Through access to all, public awareness is achieved, and in this new context, the goal of the representations is to promote the understanding and enjoyment of “archaeology” and art in parallel with research. This paper deals with the possibilities offered by the representation of historical monuments and archaeological sites as a critical tool for achieving an understanding of the object of Cultural Heritage, improving their readability and facilitating their approach by the visitor.