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Why is a book that addresses heritage as a fundamental resource for the teaching of social sciences in general and history in particular? Within the framework of the teaching and learning of history, we can and we make a usual reference to both a cognitive level-the understanding of the past-as to a social level-the formation of collective identities and temporal orientation. The nature of the heritage includes elements of both planes, from their own definition, understanding their conceptualization from a synergy of the elements of both planes that make learning of history significant learning. In this way, the heritage becomes an indispensable resource in the didactics of the social sciences and of history in particular, under a reality of interaction between the subject and the object that represents the patrimonial. This book includes proposals and didactic applications with common denominator in heritage that are divided into five blocks. In the first, art is the basis for teaching competencies; In the second, heritage works through active methodologies; The museum is ally for heritage work in the third; In the room, the proposals are articulated around the intangible heritage; And, in the fifth, the work occurs in historical enclaves. A book with the intention of being useful for teachers and teachers, between research and innovation.

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