The treatment assigned by school textbooks of History, Geography and Social Sciences to women who participated in the Chilean independence process (1810-1823) is analyzed. Critical literacy was used to analyze the texts and images of three 6th grade manuals published by Zig-Zag, Santillana and SM publishers. The results show that the textbooks represent the women of independence from a discourse configured from the patriotic and androcentric principles that govern the Chilean nation, since they use various discursive conventions, such as suppression, partial exclusion, the passive role and the generalized representation, to make the role of women in history invisible or elevate her figure to the category of heroine, as long as she has contributed to the patriotic cause. It is concluded that it is essential to reflect on the history of the country from a gender perspective, in order to resignify those women who, due to their own merit and value, have contributed to the emancipation and apogee of republican Chile.