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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.

This study is about the representations of the rhythms of change in the process of teaching/learning of high school students. Both historical time and the rhythms of change are paramount to understanding temporality. Current contexts are marked by their accelerated changes and their constant contradictions. To be able to read the world requires not only aspects of connection and integration, but also evidence of conflicts, the contradictions and differences that coexist in human groups. The methodology is qualitative in nature with a mixed design, the instruments used correspond to: questionnaires, personal narratives and curricular documents. Among the results we can mention the linear and irreversible representation of time continues to have as a consequence of curriculum thatemphasizes the chronological aspects of historical time. However, 95.6% of the student recognizes the change and easily associates it with those transformations of rapid duration on a personal level. In the field of global history, the curriculum considers the different scales to deal with the contents (local, regional and global)however the temporal interrelations are limited to a single understanding: the European one.

Este artigo busca refletir e compreender o que tem sido selecionado e veiculado como conteúdos sobre a América Latina, no ensino de História e Ciências Sociais, no Brasil e na Espanha, intencionando perceber se estes têm contribuí­do ou não para a formação de uma consciência histórica e cidadã. Nesse sentido, o texto traz a análise das propostas curriculares e legislações educacionais brasileiras e espanholas promulgadas a partir da segunda metade do século XIX, assim como, de um questionário respondido por dezesseis professores que atuam nos anos finais do ensino fundamental brasileiro e na Educação Secundária espanhola. As conclusões sinalizam que o lugar da América Latina foi bastante restrito, nas legislações mencionadas e que a realização de um trabalho mais articulado sobre a América Latina fica comprometida, em decorrência dos poucos dos conteúdos que são expostos na sala de aula, tornando de certa forma evidente, que a construção de uma consciência histórica e cidadã, no contexto da sala de aula, ainda carece de um longo percurso.

The aim of this work is to deal with cognitions and emotions in historiography and research on the teaching of history, in order to identify key discussions and catch a glimpse on possible paths for teaching. The first part sets forth the history of emotions by pointing out four transversal discussions: if emotions should be explained in universal terms or as cultural constructs; differences found in the definition of basic categories; lack of relation between cognitions and emotions; and the incipient status in the history of emotions. In the second part the most recent states of knowledge in the teaching field are analyzed, showing that research has basically been focused on cognitive categories, and that emotionality has emerged in dribs and drabs associated to the motivation for learning and to the subjects considered main characters as tools that help to improve memory; and as a connecting tool between history and the life of students. In a tangential way,it was found in studies on identities, memory and empathy with no explanation between relations cognitions and emotions.

The investigation arises within the framework of a series of curricular changes occurred in Chile, due tothe incorporation of citizenshipeducation as a coreaxis in the subject of History, Geography and Social Sciences,of the CitizenEducationPlan for schools subsidized by the state and the creation of theCitizen Training subject. It is investigated the thinkingof teachers of history, geography and social sciences on citizenshipeducation. The goalis to interpret their beliefs, approaches, academic training and teaching strategies declared by themselves. Basing on a mixed methodology and a phenomenological design, a survey was applied to 82 teachers and 20 of them were interviewed. The results show that, in the absence of academic training and a studyprogram, teachers have opted to incorporate citizenship based on their own approach, this is closer to civic education than to citizen education, which is evidencedina thought that puts as central themes of learning: the rights and duties of the citizen, political participation and institutionality.

In this article we show the results of a research carried out in several institutions of secondary education of the city of Medellín -Colombia, on the use of songs in the area of social studies. We know that students find little meaning to the contents of history and social science because they are far from their reality. We rely on grounded theory to understand the use of songs and their contribution to improving students' learning processes. We used the design of didactic sequences in the contents of history and social sciences selected from the perspective of socially relevant problems. The results show that the use of this resource improves the teaching process and generates more and better learning in the students.

El presente estudio se ubica en el campo de la literacidad crítica entendida como la capacidad de trascender el dominio de la lectoescritura a la acción transformadora del entorno. Pretende identificar, de una parte, el posicionamiento del profesorado de Educación Primaria en formación inicial ante distintos problemas sociales y, de otra, abordar el tratamiento diagnóstico de la alteridad, la invisibilidad social y el género en la intervención educativa. A partir de estos dos objetivos, intenta responder a las formas en que las narrativas de los futuros y las futuras docentes alcanzan niveles satisfactorios de comprensión crítica de distintos relatos sociales e históricos sobre distintos problemas sociales, prioritariamente, la desigualdad de género. Mediante la aplicación de metodologías cualitativas de análisis de contenido, las ideas y proposiciones de las narrativas generadas por los y las estudiantes han sido reducidas a su codificación en tres categorías de análisis apriorísticas y medidas en niveles de progresión: perspectiva técnico-excluyente, perspectiva socio-asimilacionista y perspectiva crítico-trasformadora. Estas categorías se han hecho corresponder con tres concepciones curriculares: tradicional, maximalista y crítica. Los resultados informan de la persistencia de prácticas de lectura tradicionales orientadas a la comprensión literal e inferencial, y en menor medida, crítica de los discursos sociales, adscribiendo al alumnado participante a perspectivas curriculares tradicionales dominantes, en detrimento de posiciones críticas y transformadoras. Los datos obtenidos confirman la necesidad de implementar programas específicos de formación del profesorado para la adquisición de competencias críticas, que partan del concepto de criticidad como elemento indispensable en la identificación de ideologías, discursos y concepciones hegemónicas de la realidad para la acción social.

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.

This communication is about the analysis and interpretation of social representations of Chilean teachers on the teaching of the history of women today.The work consists of the analysis of written speeches of teachers on the Chilean curric-ulum, vision, goals and objectives that are positioned at the time of teaching the history of women. Three types that characterize the writings and speeches of teachers that reflect the vision, methodology and purpose they choose to teach from, or about, the history of women are established.While research is under development, the results of the social representations of teachers clearly show that, despite the efforts that have been made since the historiography or other sectors of society to highlight and give prominence to the woman, she continues with wide margins of freedom in teaching.

The aim of this paper is to analyze the role that teachers assigned to curricular require-ments, establishing the relationship between these documents and everyday practice. From the interpretation of interviews with a group of teachers, is to study the ways in which teachers used, discarded and/or reworked curriculum requirements, based on assume that they have an active role in the redefinition of such documents. The research results indicate that the new meanings and adaptations that teachers do in the written standard change according to different courtly and contextual realities.

In this study we analyze the relationships between the past and the present (RPP) in the teaching and learning of history, whereas the social representations of students of secondary education, and their teachers. We also inquired in depictions of the students on the usefulness of the RPP in the learning of history and identify what issues or problems would establish them better. We use a mixed methodological approach with a qualitative emphasis. To locate the researched reality we describe the context of the students. The information was obtained by applying a questionnaire to the students, and in–depth interviews to their teachers. In the analysis of the questionnaire replies relating to the education received, we discovered the spontaneous and episodic nature of the RPP, and analyzing responses open on the usefulness of establishing these relationships build four typologies: encyclopedic, master of life, comparative and comprehensive. The topics students said as more favorable to establish RPP are wars, political issues, economic crises and the rights of the people. The results of this research can be used in the initial and continuing training of teachers of history and social sciences.