Abstract

This article presents the results of an investigation whose goal was to research the predominant curricula rationalities within training for History teachers, considering the Initial Teacher’s Training documents (“FID”, Formación Inicial Docente) and the voices of professors who are currently teaching at regional universities in the central and south regions of Chile. The study was based on a comprehensive-interpretative paradigm, considering a methodological complementarity that use content analysis and a grounded theory as research methods. The results show that the curricular rational technique prevails, because it sets the content-centered knowledge, the teacher as someone who delivers knowledge and the passivity of students when receiving this knowledge as fundamental understandings of teacher’s training, which means there is a unidirectional pedagogical relationship.