• Rodrigo Henríquez


Henríquez examines the formative influence of the military dictatorship that held power from 1973 to 1990 on discussions around teaching history in Chile. The official discourse of the Concertación governments was marked by the fear of confronting the army and its political supporters with responsibility for the neoliberal policies from 1975 onward. However, the arrest of Pinochet in 1998 generated a major debate on Chile’s recent history. The ‘Manifiesto de los Historiadores’ argued that the dictatorship was a continuation of deep-rooted endemic social conflict. The past continues to resonate because the official version of memory sanctioned by the dictatorship still has adherents. Nonetheless, Chile is in the process of recognising the historical trauma that occurred as well as the values of social inclusion and citizen participation.

Further Reading

  1. Cox, C., R. Lira and R. Gazmuri, ‘Currículos escolares y sus orientaciones sobre historia, sociedad y política: significados para la cohesión social en Latinoamérica [School Curricula and their Approaches to History, Society and Politics: their Significance to Social Cohesion in Latin America]’. In Políticas Educacionales y Cohesión Social en América Latina, edited by S. Schwartzman and C. Cox. Santiago: Uqbar Editores, 2009.Google Scholar
  2. Groppo, B. and P. Flier, eds. La imposibilidad del olvido. Recorridos de la memoria en Argentina, Chile y Uruguay [The Impossibility of Overlooking: Paths taken by Memory Practices in Argentina, Chile and Uruguay]: La Plata: editorial Al Margen, 2001.Google Scholar
  3. Huneeus, C. El régimen de Pinochet [The Pinochet Regime]. Santiago de Chile: Editorial Sudamericana, 2000.Google Scholar
  4. Lira, R. ‘Enseñanza de la historia en Educación Media: entre la tradición y la tarea [Teaching History in Secondary Schools: between Homework and Traditions]’. Master’s dissertation, Universidad de Santiago, 2004.Google Scholar
  5. Magendzo, A. and M. I. Toledo, ‘Moral Dilemmas in Teaching Recent History Related to the Violation of Human Rights in Chile’. Journal of Moral Education 38 (2009) 4, 445–465.CrossRefGoogle Scholar
  6. Oteíza, M.T. El discurso pedagógico de la historia. Un análisis lingüístico sobre la construcción ideológica de la historia de Chile (1970–2001) [History Teaching Discourse: A Linguistic Analysis of the Ideological Construction of History in Chile (1970–2001)]. Santiago de Chile: Frasis, 2006.Google Scholar
  7. Pinto, J., and G. Salazar. Historia Contemporánea de Chile [Chilean Contemporary History]. Santiago de Chile: LOM, 1999.Google Scholar
  8. Toledo, M. I., S. Sepúlveda, R. Gazmuri, A. Magendzo. ‘Sobre la enseñanza de la historia del presente que refiere a las violaciones a los derechos humanos: argumentaciones de distintos actores que aportan a la reflexión [Teaching on Recent History Involving Human Rights Violations: Reflections from a Range of Practitioners]’. Revista de Pedagogía Crítica 6 (2002), 33–52.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Rodrigo Henríquez
    • 1
  1. 1.Modern History and History DidacticsSapienza University of RomeRomaItaly

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