We live in a time of renewal of teaching and learning standards that requires educational practices with meaning for the child. This study reflects on an educational experience based on problem solving that uses art and cultural heritage as a didactic resource and simulation as a pedagogical strategy. It involved 23 primary school children. It is a case study based on the methodology of action research in the sense of the development of teaching professionalism. Participant observation and the recording of evidence were valued. The products created by the children from art in connection with other curricular areas are discussed. It was verified that the interaction of integrating cultural heritage in interdisciplinary curricular activities develops identity and a sense of belonging, fosters cultural awareness and respect for diversity, as well as educational enrichment and cognitive development.