What are the developments in the French schools for heritage education?
During the last two decades, French schools have undergone several evolutions including those that were linked to the emergence of education for. We are particularly interested here in the emergence of the education of heritage in public French primary schools. Our analysis deals thus with the modalities of the current modifications of the school-type form through educational case studies dealing with local heritage. The methodology included diachronic analysis questionnaires before and after the project using a sample of 90 pupils aged 10 to 12. It is completed by interviews showing the meaning given by the teachers to this heritage education and by the study of the views of the designers of pedagogic projects. An analysis of the pupils’ work indicates their knowledge and abilities. The results show their abilities and local knowledge but indicate little connection with academic learning and an absence of critical reflection on the notion of heritage. They call for a reflection on the legitimacy of knowledge linked to local specifics and then the value and purposes which underlie their implementation.