Secondary Education student's perceptions around Heritage

The heritage concept has been developed in Spain, since the first heritage education doctoral thesis (Fontal, 2003), over the last 15 years from a humanistic and relational perspective. In the curriculum is linked to social sciences, but also as artistic education essential content. We approach a quantitative and qualitative analysis of Secondary Education students perceptions, visions and knowledge about heritage concept, in order to detect presences and absences in heritage education. We follow a mixed method and apply a questionnaire in a four classrooms sample in two schools of Valladolid (Spain). We apply quantitative and statistical-descriptive analysis through Nudist Vivo 10. The analysis of their perceptions and valuations allow us to know the perceptions and valuations about heritage, and understand and define the keys to guide the work for a better and greater approach to this content.