The “Circular from the rural school” project is a cooperation project between rural development groups led by the Asociación Territorio Mudéjar.
The following have participated in the project: ADRI Calatayud-Aranda, ADRI Jiloca-Gallocanta, FEDIVALCA -Valdejalón and Campo de Cariñena-, ASOMO Tarazona and el Moncayo, CEDEMAR -Bajo Aragón Caspe and Ribera Baja del Ebro-, ADRAE -Ribera Alta del Ebro- and ADEFO Cinco Villas.
The objective is to develop educational materials around the Mudejar identity of the towns, placing rural schools and the educational community of the towns as the center of the project.
Based on the work developed, for almost three years, the students of fifteen schools have designed a walk through their town in which we can learn about the main points of interest and their connection with the Mudejar culture.
Zuera
The tour has been carried out following the working model of the schools that participated in the project and adapted to the town of Zuera.
Zuera is located on the terraces of the river Gállego, which in Roman times saw the growth of the ancient Gallicum and which fascinated the settlers from North Africa who arrived with the Muslim domination from the 8th century onwards. The origins of Zufaria, an Arabic place name meaning “beautiful” and also the settlement of Salzey -near the hermitage of Salz-, of Muslim origin and whose etymology is linked to the large number of saliceras in the surrounding area. After the Christian conquest, the Muslim peasants, who had a great knowledge of irrigation systems and were the mainstay of the economy of the conquered areas, remained in charge of their lands.
Plaster is one of the most important materials in Aragonese architecture thanks to the construction of Islamic heritage. In Zuera we have several plaster kilns and its use is traditional until the 60s of the 20th century: The materials used by the Mudejars are materials that we can find in the surroundings, what we would call, of proximity. Monuments and constructions in common use are made with the same materials and techniques.
This point is linked to the didactic activity 1.
Plaster is one of the most important materials in Aragonese architecture thanks to the construction of Islamic heritage. In Zuera we have several plaster kilns and its use is traditional until the 60s of the 20th century: The materials used by the Mudejars are materials that we can find in the surroundings, what we would call, of proximity. Monuments and constructions in common use are made with the same materials and techniques.
This point is linked to the didactic activity 3
One of the most tangible legacies of the Islamic period in Zuera is the exploitation and use of water resources. The Muslims stood out for introducing irrigation techniques to the Iberian Peninsula that completely modified the landscape and that shape the image that surrounds us today. Some of these works are irrigation channels, ditches, cisterns and aqueducts. In the place where we are we have several examples together.
This point is linked to the didactic activity 6
The church of San Pedro de Zuera is an important link between Romanesque and Mudéjar architecture, whose original construction dates from the second quarter of the 13th century. It seems to have had links with Lamberto, master builder of La Seo in Zaragoza, through his daughter married to the master builder Arnaldo, considered to be the master builder of Zuera.
This point is linked to the didactic activity 5.
In medieval times in the Iberian Peninsula we find three cultures coexisting, that is, living at the same time and in the same territory: Muslims, Christians and Jews. Although the Christians allowed the Muslims and Jews to maintain their religion and customs, they forced them to live segmented, in neighbourhoods that we call “morerías” and “juderías”. Today, in many localities, we still have the urban layout of what were once these demarcations. In other places they appear more transformed. Zuera could have had these three cultures coexisting for many centuries, although no separation into aljamas or neighbourhoods can be identified in the urban layout.
This point is linked to the didactic activity 7
