Educación para la ciudadanía en el currículum prescrito de historia, geografía y ciencias sociales en Chile 1996-2013

Abstract

This research seeks to contribute to the construction of knowledge about education for citizenship in Chile through the analysis and interpretation of the theoretical frameworks present in the prescribed school curriculum of Citizen Training in force in this country in the subject of History, Geography and Cs. Social between the years 1996 to 2013. From a methodology of analysis of the discourses and ideologies and techniques of content analysis, which prioritizes a hermeneutical and critical perspective, the Curricular Frameworks of the years 1996, 1998 and 2009 are examined; Curricular Bases for the years 2012 and 2013 (both for primary and secondary), and the 2013 School Text (for 4th year of secondary). The results allow to reinforce the understanding of the prescribed curriculum as an ideological device, whose political and axiological dimension is never neutral. This is evidenced when considering that throughout the years in which this study is situated, the prescribed curriculum of Education for Citizenship in Chile continues to be captured and reproduces a normative, univocal and liberal emphasis view of citizenship, in which the dimension social and the sense of the common appear subject to the individual development of the subject.