The study is about the conceptions of some Chilean historians on the absence and / or presence of women and their history in teacher education classes. It emphasizes the possibilities and limitations that are visualized when working from such perspectives. The methodology is a case study in the city of Santiago de Chile. A content analysis on the discourses was carried out, and the theoretical frameworks were reflected from the social studies education and post-structuralism from a gender perspective. The results raise different innovations and ruptures around the traditionality that exists in the teaching of history and social sciences in order to propose new spaces for the inclusion of diversity.