TEACHING HISTORY IN CHILEAN CLASSROOMS WITH MIGRANT SCHOOLCHILDREN: TENSIONS FROM TEACHERS’ DISCOURSES

Abstract

The objective of this article is to characterize, from the teachers’ voices, the tensions involved in the implementation process of the History, Geography and Social Sciences curriculum in classrooms with the presence of students of migrant origin. From an interpretative paradigm, we analyze the discourses derived from qualitative interviews with twelve teachers from four municipal schools that concentrate the enrollment of migrant students in the commune of Chillán (Ñuble, Chile). The results show in the teachers’ discourses an ambivalent conception of both the curriculum and the evaluation of migrant cultural diversity and a predominance of a Chilean-centered approach in the subject of History, through the recurrence of national anniversaries and heroes and the unilateral approach, from a Chilean perspective, of conflictive historical events such as the War of the Pacific. © 2022, Dialogo Andino. All Rights Reserved.