In recent decades, historiography has advanced in the consideration of women as fundamental subjects and objects of study for the understanding of the past. Given this, it is worth asking about the impact that these advances have had on the stories that dominate the teaching of history in the school context. The article offers the results of a research that analyses the discourses and images that support the teaching of history in current History textbooks for Chilean Basic and Secondary Education. The research is presented from a critical historiographic perspective and a documentary frequency study methodology, which demonstrates the persistence of a traditional approach to history, which perpetuates a representation of women as subordinate, passive and secondary subjects. The purpose is to promote reflection on the need to strengthen female inclusion in school history teaching of Chilean history.