Abstract

This article examines the representations held by prospective teachers regarding the figure of Hernando de Magallanes and the legacy of the first circumnavigation of the Earth. The sample comprised 87 undergraduate students in history, geography, and social science education (mean age = 21.86), enrolled at a university located in the Araucania region of Chile. The study followed a basic case study design and employed a multimethod approach, incorporating natural semantic networks, focus group discussions, and open-ended questionnaires. The findings reveal a predominance of Eurocentric representations that exalt Magallanes as a cultural icon and portray his voyage in a positive light. However, critical perspectives also emerged, linking the figure and expedition to the more detrimental consequences of Spanish conquest and colonization in the Americas. The article discusses the implications of these narratives for teacher education, framed within a locally situated postmodern discursive context.