Moral dilemmas in teaching recent history related to the violation of human rights in Chile

Systematic review of empirical studies on citizenship education in Latin America 2000 to 2017 and research agenda proposal

“…Finally, the research on citizenship education in Latin America also provides support for the fifth hypothesis: ‘implanting civic education in divided and post-conflict societies poses particular challenges’ (Hahn, 2010: 15). For example, Magendzo and Toledo (2009) analyse the moral dilemmas educators in Chile face when teaching the recent history of military regime and human rights violations.…”

Challenges for Peacebuilding and Citizenship Learning in Colombia

“…Such learning opportunities can foster the development of a more inclusive (plural) narrative(s) that assign equal respect to all members of society (Ross, 2007). As such, particularly in Chile, where escalated direct violence took place in the recent past, a new history course requires teachers to present contrasting interpretations of Pinochet's dictatorship -including divergent (conflicting) memories of actors and witnesses regarding human rights violations-to enlarge the scope of the narrative, contribute to the analysis of unjust episodes from the past, and to foster dialogue about conflictual recent history (Magendzo & Toledo, 2009).…”

“…Specifically, Colombia's social studies curriculum (MEN, 2006) does not leave space for students to imagine possible alternatives for the resolution of Colombia's conflict. This curtailed space to imagine alternate possibilities can be reflected through feelings of hopelessness or powerlessness among young citizens in Latin America (Magendzo & Toledo, 2009). As a consequence, young students' civic involvement is limited and, in its place, they may develop passivity or apparent apathy.…”

“…However, research in Chile and Argentina describe the challenges and dilemmas that teachers face when teaching conflictual issues and events from recent history (González, 2008;Magendzo & Toledo, 2009). For instance, teaching some issues (i.e., human rights violations under Pinochet's regime) would raise painful memories.…”

Incorporando la perspectiva controversial en el curriculum disciplinario

“…Hay acuerdo en que el conocimiento es resultado de un proceso en que el historiador y su subjetividad influyen en la elección de los acontecimientos y en la articulación del relato (Toledo, Gazmuri y Magendzo, 2010). Por ende, es una historia en la que sus límites están en permanente cambio (Aróstegui, 2004), y que se caracteriza por la coexistencia de una historia que se vive, al mismo tiempo que se escribe, en concomitancia con los actores y los testigos de la historia y los historiadores (Magendzo y Toledo, 2009), todo lo cual produce, inevitablemente, una serie de controversias y tensiones.…”