Presencia y perspectivas de la enseñanza de la Historia reciente en la Historia enseñada en la educación secundaria en Chile. Un análisis desde el currículum

Abstract

En el presente artículo se presenta un análisis de la presencia y la perspectiva de enseñanza de la Historia Reciente en los currículos vigentes en la educación secundaria en Chile. Analizamos en particular cuál es la presencia de los temas de Historia Reciente en el currículo, qué tipo de temas son los tratados y cuál es la perspectiva que se vislumbra en el currículo. Para esto hemos analizado el Marco Curricular actualizado 2009 y las Bases Curriculares del año 2013. El análisis nos muestra que la Historia Reciente ha consolidado un espacio en el currículo de Historia en Chile y que la perspectiva que domina la enseñanza es la práctica.

Integration of Recent History in Chilean School Education

“…Concerning the curriculum, this concept is perceived as a key societal construct within educational policies, which mirrors choices regarding knowledge, it is selection, and valuation, as well as the forms of socialization and individuation that are authorised by power groups (Apple, 2018;Pagés;Marolla, 2018;Soto, 2013;Villalón-Gálvez;Zamorano-Vargas, 2018). States' decisions regarding the educational structure of society comprehends through its historical contexts and political power struggles, both nationally and globally.…”

“…In this sense, the process by which recent history acquires visibility and pedagogical value for educational policies, finally integrated into the curriculum, is marked by the democratic breakdown of the coup d'état of September 11, 1973, as well as by the return to democracy in 1990 (Pagés;Marolla, 2018;Reyes, 2013;Villalón-Gálvez;Zamorano-Vargas, 2018).…”

“…In this sense, the demand that the State poses towards schools and teachers to train students in citizenship and recent history is within this contextual and historical framework as a possibility to respond to social questioning and, in turn, maintain the model of citizen and liberal society through it (Pagés;Marolla, 2018;Soto, 2013;Villalón-Gálvez;Zamorano-Vargas, 2018). In this sense, the State has responded to social demands from a non-critical perspective (Soto, 2013), which, although it raises the possibility of addressing new topics within the school, these are within the ideological parameters present in educational policies that express a specific type of citizen and society within the framework of the neoliberal system.…”

“…Finally, the third characteristic of recent history corresponds to the disciplinary conception, which is related to an open, flexible, inconclusive, and permanently under-construction history, which incorporates the visions and historical narratives of groups that had been excluded from the history constructed by the national States (Cuesta, 2007). This implies a traditional view of history that appeals mainly to the role exercised by the States and, in this sense, to the historiography that has sustained its national narrative transmitted through education (Villalón-Gálvez;Zamorano-Vargas, 2018).…”

“…Although we can establish that the three characteristics of recent history selected for analysis in this essay are recognizable and correspond to various teaching objectives identified by Tuithof et al (2021), the latter pose complexity in their school application and generate tensions in teachers' orientations. This is because, in the Chilean case, the presence of recent history in educational policies has been circumscribed to the presence of contents that temporarily are conceived as proximate, that involve a controversial perspective and recognize in the objectives the understanding of the present from a practical perspective, but do not touch or modify the model of citizen or society that the educational system has enhanced (Pagés;Marolla, 2018;Toledo-Jofré, 2015;Villalón-Gálvez;Zamorano-Vargas, 2018). The liberal citizenship model (Magendzo;Pavez, 2021).…”