Educación patrimonial y memoria en la formación de profesores de Historia, Geografía y Ciencias Sociales: tensiones y desafíos en el currículo chileno

This article presents the preliminary results of a doctoral research project aimed at examining how memory and heritage are incorporated into the initial teacher training of History, Geography, and Social Sciences in Chile. The first phase of the study focused on a documentary analysis of current regulatory and curricular frameworks, complemented by a review of curricula and graduate profiles from twenty universities that currently offer teacher education programs in these disciplines. The findings generally reveal a weak presence of the concept of memory and only an implicit inclusion of concepts such as heritage, museums, and archives. This suggests that their integration into training processes remains marginal and, in many cases, fragmented. Furthermore, this limited articulation opens a necessary debate on the preparation of future teachers to critically address these areas in the classroom. Although restricted to the documentary phase, these initial results help identify significant gaps and lay the groundwork for proposing curricular innovations in later stages of the research.