This article denotes a socially relevant problem that is related to the absence of women and their history in the official curricular constructions of Chile and Peru. The method followed is related to the postulates of Critical Literacy, adapting leading questions for the construction of categories of analysis and documentary research. Among the main conclusions, it can be stated that both curricula, from comparative perspectives, do not propose or offer sufficient spaces for the inclusion of women and their history. In addition, the curriculum construction is framed in traditional perspectives that reveal the protagonism of white men with political, economic and / or military power, where women, when they are referred, are carried out from subordinate positions and linked to the domestic and private. We can argue that although women are visible in some areas of the curriculum, such pres...

El presente artículo denota un problema socialmente relevante que tiene relación con la ausencia de las mujeres y su historia en las construcciones curriculares oficiales de Chile y Perú. El método seguido se relaciona con los postulados de la Literacidad Crítica, adaptando preguntas conductoras para la construcción de categorías de análisis y pesquisa documental. Entre las principales conclusiones se puede afirmar que ambos currículos, desde perspectivas comparadas, no plantean ni ofrecen espacios suficientes para la inclusión de las mujeres y su historia. Además, la construcción curricular se enmarca en perspectivas tradicionales que relevan el protagonismo de los hombres blancos con poder político, económico y/o bélico, donde las mujeres cuando son referidas, es realizado desde posiciones subordinadas y ligadas a planos domésticos y privados. Podemos plantear que, aunq...

This article denotes a socially relevant problem that is related to the absence of women and their history in the official curricular constructions of Chile and Peru. The method followed is related to the postulates of Critical Literacy, adapting leading questions for the construction of categories of analysis and documentary research. Among the main conclusions, it can be stated that both curricula, from comparative perspectives, do not propose or offer sufficient spaces for the inclusion of women and their history. In addition, the curriculum construction is framed in traditional perspectives that reveal the protagonism of white men with political, economic and / or military power, where women, when they are referred, are carried out from subordinate positions and linked to the domestic and private. We can argue that although women are visible in some areas of the curriculum, such pres...