Abstract

The comparative curricular analysis allows didactics to deepen in the pedagogical and epistemological perspective of different educational systems. Using a qualitative methodology, this paper analyse comparatively the curricula of History, Geography and Social Sciences of Chile and Spain, in order to offer a didactic and epistemological decoding of them taking advantage of the interpretive wealth that arises from the confluence of specialists from both countries. The most outstanding results will allow to assess the narrative, explanatory and interpretative weight of the curricular components of teaching programming; besides, they will reveal the interests may are mediating in the disciplinary content selected. The conclusions put in value the need to reach consensus for a lasting curriculum, focused on the process rather than the object and the path of social thinking skills.