This article examines the linguistic resources used to express intersubjectivity in Chilean secondary school history textbooks. From a social and ideological perspective of discourse, we seek to identify the positions that are integrated as historical testimonies of the Mapuche past, as well as the linguistic resources that are used to incorporate authorial views into the pedagogical discourse of history. The results show the use of various linguistic resources, which promote the understanding of History as an interpretive field of study. The Chilean State, Mapuche historians and anthropologists; a non-Mapuche historian and member of the Military Academy; as well as a member of the Chilean National Guard constitute the main historical evidence for students to understand one of the key periods for the future of the Mapuche people. At a lexicogrammatical level, these testimonies are aligned with different degrees of transparency to the visions at stake through resources such as: nominalizations of mental Processes, verbal and material projections, passive constructions, circumstantial complements, among others.