The contribution of teaching recent history in Chile: dissents and consensus from the political transition to XXI century

Abstract

In this paper we propose strategies that enable teachers to teach recent history; in order to do such task; the role of the political period of transition to democracy in Chile is described, analyzing the institutional intervention of the Ministry of Education in the design of textbooks used in the classroom. Specifically, we compare the educational nuances offered by these texts to address contemporary issues of national history, determining possible links between the teaching of the texts and possible biases in the teaching units of this historical period, which enhances as essential the need to rescue the historical memory to teach issues through new perspectives focusing the teaching of values and human rights with due regard to individual and collective Tolerance and Life.