Memory and Heritage in the Initial Training of History, Geography, and Social Sciences Teachers: Discourses, Meanings, and Tensions in the Chilean Curriculum

Abstract

This article analyses the role of memory and heritage in the initial training of teachers specialised in History, Geography, and Social Sciences in Chile. The objective was to understand the meanings, tensions and criteria that guide the incorporation of these approaches in the training processes of future teachers. The methodology included a qualitative study based on semi-structured interviews with directors and heads of undergraduate pedagogy programmes at Chilean universities. The analysis, supported by NVivo software, identified three main dimensions in the participants’ discourses: memory as a field of dispute and critical reading of the past, heritage as a pedagogical resource located in the territory, and work with archives and primary sources as a tool for the development of historical thinking in future teachers. Among the results, the broad consensus on the formative value of these approaches stands out, especially regarding citizenship training and the critical teaching of History among future teachers. However, institutional, methodological and cultural tensions were also identified, which hinder their systematic incorporation into the curricula. These tensions generate a gap between its discursive recognition and its effective curricular implementation. Overall, the findings allow us to understand how these perspectives are configured in Chilean pedagogy programmes and provide elements to strengthen heritage education in initial teacher training.