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In this article we argue that a consequence of the social invisibility of the Mapuche people in the teaching of history in Chile consists in the cover-up of the territorial dispossession carried out by the State in the late 19th andearly 20th centuries. To this end, we conducted in-depth interviews with Mapuche authorities between La Region de La Araucanía and La Región de los Ríos, in Chile. In addition, we analyze the way in which the Occupation of the Araucanía is represented in textbooks and in the history curriculum in Basic Education. The research is qualitative and the design follows a case study in which a triangulation of the data is sought. The findings show a contradiction between the official history of school texts and the oral memory of the Mapuche authorities. The conclusions point to the formation of teachers as critical professionals who question the official accounts to build a critical citizenship.

Even though the History of Education has demonstrated the denial and the social exclusion of indigenous people, the history books ́ contents and ideas have kept prejudicial and ethnocentric representations in a silent way. Considering this, this paper aims at proposing some didactic suggestions related to the indigenous people from the state of Goiás, Brazil. In addition, it also presents some possibilities of activities to be developed with primary school students so that social awareness as well as regional identitycan be built according to the Brazilian National Curriculum Parameters. As a sub-theme, there are some suggestions of resources regarding either indigenous people from Goiás, from other states of Brazil and countries that can be used by teachers in class. Furthermore, it is also important not to lose sight of the need of the notion of time,identity and historical awareness that guides the teacher ́s practice in class once the past happenings should provide identity to students from their individual and collective experiences.

In this study, the authors analyzed the relationship between emotions and the construction of identities, particularly national identity. We reviewed the current debate on the role of emotions and feelings in people’s actions and in the configuration of their worldviews and practical actions. The world is witnessing a revival of ideologies that seemed to have been definitively banished from human thought and political action in the 20th century; however, it is being proved not only that they have survived and grown, but that they are also widely disseminated through networks and have come to shape the thinking of the many people who use them when deciding the future of their societies and how they want them to be governed. The growth of populism is based on emotions and on the most extremely nationalistic discourses. We analyzed, first of all, the influence of emotions on the perception of social reality and on the construction of historical and social knowledge. Next, we focused on the implications that emotions have had on the teaching of history and on the results of an international exploratory selection of particularly relevant research. Finally, as a conclusion, we suggest some ideas for the search of a balance that considers the weight of reason and emotion in the teaching and learning of history.