A martial art which used to be danced by slaves, moraingy (moringue in French) conveys a Reunionese memorial inheritance (patrimony) whiose transmission by its masters is confidential. Its practitioners function at the margins of communal and cultural loci and its modalities switch between ancestral rite, spectator martial arts and competitive sport: its place in PE in Primary school remains exceptional. What are the conditions for this patrimonial practice to be mediated through knowledge imparted in school? Two years of action research with two classes (CM1‑2 and CP, roughly years 5‑6 and year 1 in terms of age groups) were engaged in, using a didactic method based on the (de/re-)contextualisation of the practice: the pupils then identify the knowledge imparted. Results show that when engaged in with an auto-constructive method, pupils put into question their relationships with others, themselves and knowledge at the same time as they become aware of the patrimonial dimension of the cultural practice. This paper puts into question the training received by primary teachers as well as the “organised” and “directed” didactic modalities of the local practices used as a reference.