Identifica los criterios de la política pública educativa en relación a la educación patrimonial consignada para la educación básica regular. La normativa actual del Ministerio de Educación considera el reconocimiento y revaloración de saberes culturales dentro de las tendencias sociales que son retos para la educación básica, en esta línea, no se presenta de manera general lineamientos claros que vayan por ese rumbo. El currículo nacional 2016 no contempla competencias específicas más allá de la construcción de identidad y las actividades en el desarrollo de esta siguen siendo bastante limitadas como las del área curricular de arte y cultura, donde se restringe a una identidad con una visión más individual y ubicada en el presente; en este punto, la educación patrimonial se presenta como una disciplina que cumple con la finalidad de brindar el conocimiento y la reval...

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.

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...