In this article we argue that including social memory in the teaching of history and social sciences for the social justice of the Mapuche people, helps to counteract the control exercised over meanings. In addition, it helps to add complexity to the stories prescribed by the curriculum and the negative representations that are distributed by School texts. The research is qualitative and takes place in an Andean mapunche community in the Panguipulli area, Los Rios Region, Chile. The research process consisted in the application of narrative interviews and the documentary analysis of a primary source around the so-called Occupation of the Araucania. The Findings allow us to visualize other knowledge and meanings from the mapunche perspective on the school content "Ocupacion de la Araucania". The conclusions challenge teacher education in order to teach Mapuche People's History from "a social justice perspective.