Abstract

This study explores the contribution made by the Chilean school curriculum to the teaching of the history of the controversial Occupation of Araucan & iacute;a. This historical process involved the expropriation of Mapuche lands and their transfer to European settlers at the end of the 19th century. Using a qualitative methodology, the study analyzes the narratives present in the most recent curricular documents-Curricular Adjustment 2009 and Curricular Bases 2012-2013-in order to determine whether and how this process is addressed, and from what perspective. The following categories were developed: structure of the narrative, curricular narrative structure, past-present relationship, and territorial component, which made it possible to identify the forms and approaches adopted by the curriculum to address this historical process. The conclusions reveal that the most recent curricular standards represent significant progress in adopting a multicultural perspective on this topic. However, further development is needed to increase the complexity with which the subject is addressed, so that school history can truly contribute to understanding this event and its current consequences. In this way, students will be encouraged to reflect on the value of peace and dialogue.