The study focuses on Portomarín, Galicia, Spain, a town forcibly relocated in 1963 due to the construction of a dam. This relocation, occurring during the Franco dictatorship, caused significant trauma and a sense of rootlessness among the inhabitants. The research explores how the community perceives its heritage, specifically the forced removal, and investigates how heritage education can facilitate the integration of this traumatic past into their collective identity. The study builds upon previous research emphasizing the importance of community participation in heritage management and the role of emotional dimensions in history education. The researchers hypothesize that a community unable to foster intergenerational dialogue about its traumatic past, and lacking strategies for understanding its local history, will struggle to build a shared identity. The study aims to identify the inhabitants' perceptions of the forced removal, investigate means of incorporating the relocation into their identity, and analyze how heritage education contributes to overcoming feelings of rootlessness. The town’s unique situation – with parts of the old town reappearing during droughts and relocated buildings in the new town – provides a rich case study for exploring the complex interplay between trauma, memory, and identity formation.

The paper draws upon existing literature on heritage management, community participation, and the role of emotion in history education. It highlights the shift from an objectual view of heritage to a more anthropological and processual approach that emphasizes community involvement. The literature stresses the importance of social participation, education, and awareness-raising for the acceptance and resignification of heritage, acknowledging the power dynamics and emotional burden involved in heritage practices. The concept of 'uncomfortable heritage,' referring to aspects of the past that are difficult to confront, is also discussed, with the suggestion that its heritagization can be a therapeutic process for community healing. The study references place-based education as a strategy utilizing local contexts to promote co-responsibility, civic ideals, and a sense of belonging.

Employing a mixed-methods approach, the study collected data through various tools: questionnaires, group discussions, in-depth interviews with inhabitants of the old and new Portomarín, as well as individuals who relocated elsewhere. Data was also gathered from schoolchildren (aged 10-13) before and after an educational intervention, and interviews with heritage experts. The questionnaires for inhabitants of the old and new towns shared many questions, allowing for comparisons. Discussion groups, focusing on smaller numbers to encourage participation, explored perceptions, knowledge, and memory of the relocation. In-depth interviews aimed to uncover experiences and identify shared histories. The educational intervention for schoolchildren involved an intergenerational workshop with former residents, a mural project, an educational excursion to the ruins of the old town, a school assembly, and a home-based family history project. The tools were validated by experts in research methodology and heritage education. A probabilistic sample was used for questionnaires, while an intentional sample was used for the other data collection tools. The sample comprised former residents (IOP), current residents (INP), relocated individuals, schoolchildren, and experts. Data analysis involved descriptive statistics for quantitative data and grounded theory for qualitative data, focusing on identifying differences between groups and analyzing thematic axes.

The study revealed that the forced removal of Portomarín resulted in significant losses, including economic activities, social bonds, and a sense of community. The loss of memories, roots, and homes was particularly impactful. The perception of gains from the move differed between groups: former residents (IOP) primarily focused on losses and grievances, while current residents (INP) and relocated individuals tended to highlight infrastructural improvements and economic opportunities. However, even among those who benefited economically, the trauma associated with the forced removal was not downplayed. The study found that a significant shared narrative exists within the community, centring on the trauma of the forced removal. While some younger residents were less emotionally connected to the event, they nevertheless recognised its significance. The educational intervention with schoolchildren increased their awareness of the event and its emotional impact and generated a greater interest in learning more about the past. The ruins of the old town served as a powerful reminder of the trauma for both former and current residents. The Way of Saint James, while an important economic driver, also presented challenges: Over-reliance on tourism created dependence and potentially undermined the development of other local activities. The research also revealed a need for an institutional strategy to help integrate the event and ensure all voices are heard.

The findings confirm the hypothesis that a community failing to engage in intergenerational dialogue about a traumatic past struggles to form a shared identity. The study highlights the enduring impact of trauma on collective memory and identity, even among younger generations. While the forced relocation led to material improvements in some aspects of life, the emotional wounds persisted. The educational intervention demonstrated the potential of heritage education to foster intergenerational dialogue and shared heritagisation, although its limited scope highlighted the need for a more comprehensive, community-based approach. The study emphasizes the complexity of reconciling trauma with progress and the need to balance economic development with the preservation of collective memory and local identity. The dominance of tourism linked to the Way of Saint James poses a risk of overshadowing the community’s unique history and the emotional burden of the relocation. The study's findings are relevant to broader discussions of heritage management, place-based education, and the reconciliation of traumatic events within communities.

The study confirms that a lack of intergenerational dialogue surrounding traumatic events hinders the formation of a shared identity. The forced removal of Portomarín left a lasting impact, with trauma and grief continuing among those who experienced it, alongside a desire among younger generations to understand and integrate the event into their shared history. The moved buildings served as a point of reconciliation, signifying a shared identity, while the dominance of the Way of Saint James tourism presented challenges to the community’s overall identity. Future research could explore more extensive heritage education interventions, examining longer-term impacts and effective strategies for community engagement. Furthermore, studying similar forced relocation cases globally and developing strategies for local communities to manage the heritage of painful or traumatic events is vital.

The study's limitations include the relatively small sample size, particularly for the group of relocated individuals and former residents. This might affect the generalizability of the findings. The time frame of the educational intervention was also limited, potentially restricting the depth of impact on the children's understanding and emotional engagement with the history. Finally, the study predominantly focused on Portomarín; additional research into other similarly affected communities would strengthen the findings' broader application.