The issue of pre-Hispanic heritage is related to the city and its physical and historical relations, however,the social implications are not openly manifested in scientific texts. The objective of this articleis to understand the subjects' view of the pre-Hispanic heritage of the National Engineering Universitycampus. This research focuses not only on their own experiences, but also on reflections onother university campuses that have prehispanic heritage in Lima, and what is the impact of this ontheir social, cultural and educational dynamics, and thus raise the possibility of including the heritageas a key piece in the new vision of university and learning.

In this book, Jairo Espinoza Minaya offers a comprehensive and detailed look at the history of the National University of Engineering (UNI) campus, addressing its transformation from the first buildings to the consolidation of a contemporary and functional university space. Research conducted at the UNI History Center, a center that makes an enormous effort to reconstruct the history of engineering, architecture, and science in Peru, not only documents the architectural evolution of the campus but also contextualizes its development within the framework of the need to create a technical school and the urbanization of Lima during the 20th and 21st centuries. This publication is extremely valuable, as it allows a better understanding of the university city paradigm, providing the community with fundamental tools to understand the configuration of these spaces.

The issue of pre-Hispanic heritage is related to the city and its physical and historical relations, however,the social implications are not openly manifested in scientific texts. The objective of this articleis to understand the subjects' view of the pre-Hispanic heritage of the National Engineering Universitycampus. This research focuses not only on their own experiences, but also on reflections onother university campuses that have prehispanic heritage in Lima, and what is the impact of this ontheir social, cultural and educational dynamics, and thus raise the possibility of including the heritageas a key piece in the new vision of university and learning.