Abstract

It presents the results of a research about the historiographic currents in the official curriculum and in the curriculum enactment. Objective: to analized the underlying historiographical currents in the official curriculum of History, Geography and Social Sciences in Chile to reveal how the discipline´s curriculum has been intended and how teachers, throught their discourses, perceive and teach historical topics in the light of historiographical currents. Methodology: the qualitative research method was applied. The hermeneutical design was used in this research to understand the other, through conversation with teachers and critical analysis of the official curriculum. There were three samples: an official ministerial document, one history school textbook and seven history teachers in Chilean secondary schools. Results: the main results shows a strong predominance of traditional historiographic currents, in curricular instruments, namely: official curriculum and in a history school textbook. However, there is a historiographic renewal in the visions and practices of teachers. Conclusions: although the official curriculum has a predominantly conservative approach, teachers integrate new historiographical perspectives in the teaching of the historical discipline.