Through an analysis of History Geography and Social Science subject matter in the elementary level curriculum in Chile, this thesis highlights the role of official education in constructing a notion of human being that gravitates toward Whiteness. The law of education and the curriculum are analyzed to examine the way in which official curriculum operates as a mechanism for oppression, exclusion, and marginalization. It is argued that through the curriculum, a national ideology that incorporates a hegemonic notion of ideal human being and citizen is promoted. Using an anti-colonial, anti-racist discursive framework, and techniques from Critical Discourse Analysis, this work locates Chilean official education and curriculum as the culmination of colonial and racist notion of human and citizenship values supported by the neoliberal state. The researcher advocates for equity and justice in the education system that acknowledges Chile as a multicultural country where different ways of knowing coexist.

Through an analysis of History Geography and Social Science subject matter in the elementary level curriculum in Chile, this thesis highlights the role of official education in constructing a notion of human being that gravitates toward Whiteness. The law of education and the curriculum are analyzed to examine the way in which official curriculum operates as a mechanism for oppression, exclusion, and marginalization. It is argued that through the curriculum, a national ideology that incorporates a hegemonic notion of ideal human being and citizen is promoted. Using an anti-colonial, anti-racist discursive framework, and techniques from Critical Discourse Analysis, this work locates Chilean official education and curriculum as the culmination of colonial and racist notion of human and citizenship values supported by the neoliberal state. The researcher advocates for equity and justice in the education system that acknowledges Chile as a multicultural country where different ways of knowing coexist.