The objective of this article is to analyze the transformations developed in the History and Social Sciences school curriculum during the first years of the Chilean Civil-Military Dictatorship (1973-1975). Theoretically and methodologically, this work is located in the field of studies of the history of school disciplines and the history of education, a position that invites us to pay attention to the processes of historical construction of educational systems, considering the ideas, actors and institutions involved in them. The primary sources consulted are the newspaper El Mercurio, the Revista de Educaci & oacute;n, educational policy documents and study programs prepared by the Ministry of Education; while the secondary sources consulted are books and articles that communicate similar research results. It is defended that the article is original, since it addresses the research problem by carrying out an extensive exercise of analysis of primary sources, thus complementing the knowledge accumulated up to now on it, which is characterized by being of a theoretical nature. The initial results show a rapid and deep intervention of the school curriculum of History and Social Sciences by the Civil-Military Dictatorship in the direction of situating nationalism and authoritarianism as great objectives to develop in the formation of the new generations.