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This article is focused on the analysis of the historical narrative taught to students during the last dictatorial government in Uruguay, through the official textbooks of National History for Primary School, between 1980-1984. Assuming that during the dictatorial period—within the framework of its foundational project—it was made a political use of the past, this paper explores the characteristics of such use and its relationship with the main features of the regime, through the study of five thematic units, related to different periods or issues of Uruguayan history. The pro-government speech on the past taught in classrooms shows then a combination of traditional historiographical trends with conceptual innovations based on the principles of the National Security Doctrine, a combination of little scientific rigour which clearly aimed at legitimating the regime and laying its foundations. [ABSTRACT FROM AUTHOR]

With this paper we aim to deal with some important issues that are not clear in the education world regarding the characteristics, usage, and usefulness of multimedia. We offer to the professionals of Pedagogy and Psychology a synthesis of the different existing approaches to the concept of «multimedia» form last century until the present day. We study in depth its relationship with human nature and our multi-dimensional way of understanding the world and explaining it. This theoretical contextualisation will be useful to introduce the world of the didactic possibilities of multimedia, offering some global considerations about the criteria to follow in its design and marking-up, and its application in the classroom. [ABSTRACT FROM AUTHOR]