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Carmen ZunigaDr
Pontificia Universidad Catolica de Chile
https://www.researchgate.net/profile/carmen-gloria-zuniga?ev=hdr_xprf https://www.instagram.com/ciudadaniayescuela/ Top skills
- Research, History Education
- Professional Development, History Education
Fields of expertise
- Local History
- Art History
- Political History
- Social History
- Transnational History
- Histories of Authoritarian Regimes and Dictatorships
- History of Colonialism
- History of History Education
- Research on History Education
- Histories of Violence
- Cross-regional
- Global
- Latin America and the Caribbean
- Chile
- 20th Century
- 21st Century
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About me
No information yet
Languages
- Spanish
- English
- French
Country
Chile
Background information
View CVPublications
• Araya, K., Ojeda, P., Espinoza, M.A., Zúñiga, C.G. (2025) ¿Niños y niñas sujetos de derecho? El rol de la EDH en la educación infantil del sur de Chile. Revista interuniversitaria de formación del profesorado, 39(2), 103-117. https://doi.org/10.47553/rifop.v39i2.114110 • Zúñiga, C., Abricot, N. & Almendras, R. (2025). Redes sociales e IA en la sala de clases Propuesta para promover el pensamiento social desde la ciudadanía digital. Revista Íber. Didáctica de las Ciencias Sociales, Geografía e Historia, 119, p. 55-59. • Zúñiga González, C. G. (2024): We must teach both sets of skills. Challenges for history teaching in the digital area (Interviewed by S. Barsch). Historical Thinking, Culture, and Education. 1(1). https://doi.org/10.12685/htce.1422 • Cabello, V., Zúñiga, C., Amador. C., Manrique, F., Albarrán, M. & Moncada, A. (2024). We are not being taught for sustainable citizenship! Podcasts for Critical Science Literacy in Teacher Education. LUMAT: International Journal on Math, Science and Technology Education. https://doi.org/10.31129/LUMAT.12.2.2135 • Abricot, N., Santelices, V., Zúñiga, C., Valencia, L. & Miranda, P. (2023). Evaluar el pensamiento social: desarrollo de un instrumento de evaluación de desempeño en el aula. Revista Mexicana de Investigación Educativa, 96 (1). • Zúñiga, C., Abricot, N., Cárdenas, P. & García, C. (2022). Construyendo una tipología de competencias evaluativas en Historia, Geografía y Ciencias Sociales: Evidencias desde la Evaluación Docente. Estudios Pedagógicos, 48 (2). http://dx.doi.org/10.4067/S0718-07052022000200081.
Experience
I am an Assistant Professor at the School of Education, Pontificia Universidad Católica de Chile, where I have worked since 2017. I completed my Doctorate in Education at the University of Western Australia, examining the evolution of the secondary school history curriculum in Chile. The limited Chilean and Latin American research on history and social sciences teaching at the primary level encouraged me to redirect my focus to this educational stage, where the foundations of citizenship are established. My research interests include citizenship education, historical thinking, and classroom assessment. I am particularly concerned with how curriculum and pedagogy can nurture democratic participation and social cohesion. Currently, I lead a project funded by the Chilean National Agency for Research and Development (2024–2026) that investigates ideologies and practices of citizenship education in primary schools by analysing what teachers, headteachers, and pupils express and do in classroom contexts. Early findings reveal a predominance of conservative ideologies among primary teachers across subjects. I also coordinate the student participation strand of a school leadership project supported by the Chilean Ministry of Education (2025–2028). Teaching is central to my academic work. I deliver courses on the teaching and learning of History and Citizenship Education within the Primary Teacher Education Programme, and since 2017 I have coordinated the specialisation pathway in social sciences pedagogy for primary education. My publications demonstrate a commitment to connecting research with classroom realities. Recent work has addressed critical scientific literacy for sustainable citizenship, the development of assessment tools for social thinking, and evaluation competencies in history and citizenship education. I am particularly interested in bridging the gap between policy aspirations and classroom practices, as shown in studies of Chile’s
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