How is history teaching presented at secondary school concerning the period «Colony, Revolution and Independence»? Is the independence process introduced from a nationalist perspective or it has been given way to an approach which involves the regional context? Although there is an intense historiographical renewal, experts sustain that its incorporation to teaching has not been carried out with enough care. Something similar happens with the historiographical advances which revised the relations among the State, Society and Church and resized the role of the last one in the historical period mentioned before. In an analysis of the official curriculum, textbooks and the contribution of various professionals it was observed whether (and to what extent) these new dimensions were incorporated in secondary school or the construction of a partial narration of the theme remained with all the didactic, social and political implications it entails.