REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

From the point of view of a critical didactic, school content cannot be understood as an element disconnected from the relevant socio-environmental problems. In this way, define a catalog of good educational practices of the innovative teachers of Social Sciences of Compulsory Secondary Education, in relation to heritage as a pedagogical content for the formation of a critical, participatory and egalitarian citizenship; and analyze in depth a case close to a desirable model; a case study based on the Grounded Theory is carried out. The analysis is developed through a double triangulation process which, from a multimethod approach, allows us to contrast intersubjectivity of our qualitative research process. We highlight the convergences and divergence between the teacher's conceptions and their practice under the umbrella of the category system. As a result of the perception that the students have of the development of the classes and the interpretation that the teacher makes of these perceptions, we reinforce the validity and reliability of the interpretations of the researcher. One of the most important conclusions is the importance of the teacher to connect their academic training with professional practice for educational improvement; including patrimonial education as a fundamental factor to form a citizenship committed to reality.