Abstract
This work analyzes the role of heritage education in Canarian legislation, as well as current projects that place heritage as a transversal and priority axis in the educational system. The results obtained from a qualitative and observational methodology show a marked difference regarding the integration of the archaeological heritage by levels, with a scarce presence in the primary education stage. The proposal for the future involves the full integration of the legislation in the classroom, through a competency and inclusive education, in which archaeological heritage becomes a fundamental tool for the study of history and the creation of an awareness global protection of this fragile heritage.
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