Abstract:

The identity of children is built on the day to day, within the family, society and culture to which they belong. That environment is a fundamental part of the cultural heritage, often shelved in primary education due to "difficulties" is understanding or simply - in spite of being part of the curriculum that must work in this cycle- not considered of importance in the formation of the younger children.

We must consider that cultural heritage is the reflection of a society, creativity, historic moment, need or thought specifically, configuring our past and, therefore, also our present. It is, moreover, very restrictive to refer to a purely material heritage or to specific assets, forgetting the immaterial and the relationships established with various subjects, as if something defined as assets, its link with the people at the level of membership property and identity. In other words, we are not only talking about constructive, historic or artistic value, but also social, emotional values, etc. But, so that both are not only appreciated but fundamental in personal development and identity, heritage, tangible and intangible, must be understood. However, in many occasions it is a great unknown. There is no doubt about its importance, but at the same time few efforts are devoted to their understanding. We strive in theorize it and teach it, or learn it, through books or pictures, when many times it is still "alive", on foot, so that we can internalize it approaching him in person.

Fortunately this attitude is changing. Currently there are many initiatives that bring heritage students through visits and workshops by urban spaces, museums and buildings. Unfortunately, on many occasions, this approach is carried out in a timely manner, through an activity of a few hours remaining as mere anecdote or divertimento. If, as we mentioned earlier, heritage is an essential part of our personal development, if you must create links of belonging and ownership, the methodology of approach and understanding must be changed. We cannot limit their presence to a few hours of activity outside the classroom or to a timely study, it must be constant. This is precisely what is intended to carry out through various experiences as the one at the Cathedral Santa Maria in Vitoria. In this institution, the thematic workshop- tours are organized as a six years cycle, during which students, starting from the first course, come year after year to a specific tour adapted to their age. The programme has been carried out with the collaboration of the Education department of the City Council of Vitoria and entails the commitment of the school offering it in all the primary grades, so the cycle is complete and achieves comprehensive training to be. Work is not limited to the scope of the Cathedral, as activities are reinforced by an interactive DVD in wich, with help of the teacher, the students will use prior and subsequent to the visit. The realization of the complete cycle manages the learning of multiple content, tangible and intangible, participative, artistic and fun, and not a memorization of data but an internalization of content, the awareness of the importance of a past, which is at the same time present, and ultimately the approach to something that is "theirs" and that, to some extent, configures them as part of the construction of their identity.