This article develops a comparative study that exposes the relationship between archaeological interventions in the districts of Supe Puerto and Paramonga, belonging to the province of Barranca, department of Lima, with the conformation of identity in their secondary school student groups. In order to understand this relationship, semi-structured interviews have been carried out with students, a review of archaeological interventions in general, and a visit to the most representative archaeological sites in each district. The results show a relative difference in the identity conformation of both student groups, which is understood by the current condition of the archaeological sites and the specific social framework that the archaeological practice builds with them.

La presente tesis busca investigar la relación entre las intervenciones arqueológicas y sus impactos en la conformación identitaria local de los alumnos del nivel secundario de los distritos de Supe Puerto y Paramonga pertenecientes a la provincia de Barranca. Considerando la falta de investigaciones sobre el tema en el área seleccionada y el potencial arqueológico de ambos distritos, la realización de este tipo de estudios contribuye a la discusión y valoración de los tipos de intervenciones arqueológicas y sus efectos o impactos prácticos en poblaciones concretas. En el proceso de investigación se ha optado por un enfoque cualitativo el cual ha considerado tres instrumentos en el trabajo de los datos empíricos: la observación de los sitios arqueológicos pertenecientes a cada distrito, el análisis documental en relación a las intervenciones arqueológicas, gestión e his...

This comparative study analyzes the relationship between archaeological interventions in the districts of Supe Puerto and Paramonga, located in the province of Barranca, department of Lima, anda the identity formation of their respective secondary school student groups. To understand this relationship, semi-structured interviews were conducted with the students, information on archaeological interventions in general was reviewed, and the most representative archaeological sites of each district were visited. Results of this study showed that there is a relative difference in the construction of identity between the study groups of each district, which is understood bye the current situation of the archaeological sites anda the specific social interaction that occurs in the context of archaeological practice.

As a cross-cutting pedagogical approach, heritage education has gained significant relevance in the educational institutions of many countries in recent decades. However, governments have unevenly applied this educational practice, as reflected in the regulatory frameworks of their policies. Peru, a multicultural nation, contains diverse cultural manifestations that intertwine, creating a context favouring heritage education’s implementation as a coherent public policy. Therefore, the main objective of this research is to analyse the characteristics and general guidelines of Peruvian educational policy as it relates to heritage education in the year 2023. Also, as a secondary objective, contextualising this policy in the South American context, with the review of the heritage education policies of Brazil, Ecuador, Colombia, Chile, and Bolivia, to obtain a broader understanding of it. T...