How Has History Been Taught in Chile? An Analysis of Programmes of Study for Secondary School History

Summary

The Chilean educational system has undergone multiple changes since its
establishment in the mid-nineteenth century. Several curriculum frameworks have
been implemented, which has meant that school subjects have been modified in terms
of objectives, content, pedagogy, and assessment. Although a considerable amount of
research and policy initiatives have been undertaken relating to curriculum reform in
Chile, there has been little research on the teaching of history as a school subject. This
study is offered as one contribution to rectifying the deficit. It aims at developing an
understanding of the historical background to the teaching of history for secondary
school in Chile from the origins of the system of education until recently. The research
is located within the interpretivist paradigm and adopts grounded theory approaches
to data gathering and analysis. Official historical and contemporary documents that
have led to the current curriculum framework for secondary school history, particularly
programmes of study, have been collected and analysed. The study demonstrates that
the secondary school history curriculum in Chile has been characterised by the preeminence
of the great tradition approach to teaching history