Assumptions and conceptual frameworks in citizen training underlying the Ministerial Curriculum of History, Geography and Social Studies in Chilean primary school

Abstract

This article shows the conceptual framework of a school curriculum prescribed on citizenship education from an analysis of the documentary content of the curricular guidelines of Ministerial Programs in History and Social Sciences in 2012 from first to sixth grade in Chilean primary school, along with the History Program and Social Sciences in 2011 for sixth grade. The analysis allowed free knots and categorical structure trees up three matrices: Curriculum Guidelines, Citizenship Education Content, and Deficiencies and Omissions. They demonstrate a curricular speech that combines extensive presence of concepts of civil society and coexistence with inaccuracies, contradictions, lack of content, and discursive strands in the social dimension which appear to be dependent on the individual development of the subject.