Abstract
The article gives an account of a qualitative investigation, where through a case study, it is investigated in how a group of teachers of the subject of History, Geography and Social Sciences, of a public and emblematic Liceo of the commune of Santiago (Chile), signify and defend the idea of tricontinentality from the Chilean Antarctic territory, subject absent in the plans and programs of the subject. It is suggested that there is a lack in the plans and programs of the Ministry of Education of Chile, with respect to the Antarctic issue and the sovereignty that Chile exercises in the white continent. Finally, a curricular intervention proposal is presented for the inclusion of the subject in the subject, its foundations and projections in the new Curricular Bases within the framework of the current Educational Reform.