FROM DEMOCRATIZATION/MODERNIZATION TO AUTHORITARIANISM/NATIONALISM: DISCIPLINARY VARIATIONS IN THE WRITTEN HISTORY CURRICULUM FOR SECONDARY EDUCATION (1967-1981)
This paper presents the analysis of the transformations experienced by the written history curriculum for secondary education between 1967 and 1981, a period politically characterized by the transition from a democratic regime to an authoritarian one. This research seeks to specify the variations experienced by this curriculum in terms of its contents, timetable and historiographic vision. For this purpose, this work assumes an interpretative paradigm and a documentary archival design in which content analysis tools were applied. Among the main results, it is found that the subject of Social and Historical Sciences was codified in the educational reform of 1967 in academic terms, oriented to the recognition of the internal logic of the production of historical knowledge through renewed historiographic visions. However, the democratic rupture on September 11, 1973 meant the ideological purification of this curriculum and the retreat of the progressive perspectives of historiography to conservative and nationalist views, which tended to the moral and institutional justification of the perpetrators of the coup d'état.
Keywords:
curriculum, school subjects, history, educational policy
Fuentes Salazar, J. M. (2019). FROM DEMOCRATIZATION/MODERNIZATION TO AUTHORITARIANISM/NATIONALISM: DISCIPLINARY VARIATIONS IN THE WRITTEN HISTORY CURRICULUM FOR SECONDARY EDUCATION (1967-1981). Revista Enfoques Educacionales, 16(1), 41–60. https://doi.org/10.5354/2735-7279.2019.64539
