Education and cultural heritage productive learning, an integrating process between

Abstract

This article seeks to publicize a patrimonial educational experience in the school, taking as exemplary cases the “Hacienda El Carmen” and the “Atabanzha” school in Usme (Bogotá-Colombia). The population and academy acted around this cultural recovery and patrimonial space threatened by the conurbation, which worsened in 2006, affecting its uses and customs rurality. The actions carried out by the local inhabitants fostered the district and national interest towards an “indigenous necropolis,” which generated the attention of the academics in the importance of including heritage in their pedagogical practices, spreading the knowledge about these places at a historical level, cultural, and patrimonial, as well as, the its preservation importance. In addition, the reaction of generating cognitive bases on the idea of self, an essential foundation of identity processes from the academy.