01527nas a2200157   4500000000100000000000100001008004100002100002200043700001300065700002000078700002500098245012300123300001100246520109800257022001401355       2022                            d1 aS Garcia-Ceballos1 aP Rivero1 aA Rubio-Navarro1 aJM Gonzalez-Gonzalez00aConceptions of the educational community on intangible cultural heritage and its didactic use: an exploratory analysis  a85-1003 aSeveral studies have revealed an unequal valuation and didactic approach to intangible cultural heritage (ICH) among teachers in Latin America, Spain and Portugal. To obtain a comprehensive overview of the situation of ICH in Ibero-American education, this study aims to discover the conceptions that educators hold about this heritage typology, the didactic use they make of it and the problems they experience when teaching about it. This paper presents the preliminary results obtained from the responses of 52 teachers to a qualitative questionnaire. The data collected, analysed from Grounded Theory through a triple coding process, points to an asynchrony between the conceptions about ICH, mainly valued as a catalyst of identity bonds, and the didactic implementation of it, in which expositive methodologies prevail, disregarding the evaluative processes. It is concluded that the developed categories can specifically serve the heritage -educational understanding of the ICH, by obtaining a model of interpretation that diverges in some respects from previous theoretical frameworks.  a0214-4379