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The privileged place that human rights have been taking in the school curriculum in Chile since the 90s is crystallized in the creation of the subject Citizen Education that is to be beginning in 2019. However, in this paper we propose a theoretical analysis of the inclusion of human rights in the school curriculum thus far. In addition, we attempt to analyse the possible effects of Citizen Education on the mandatory curriculum in Chile, with consideration of curriculum as a “complicated conversation” and the notion of “precarity”. We employ three dimensions: first, the notion of person; second, local law versus international law; and third, necessary conditions and latent risks. Considering these dimensions, we acknowledge that the inclusion and visibility of human rights in the curriculum is not a new field. Including new content into the curriculum does not necessarily address the problem of making human rights as a lived experience for students and society. The lack of clarity about what are the real rights of people, the relationship between our national legislation and international law, and the lack of necessary conditions for the promotion of human rights caused concern around the lack of protection and precarity inpeoples’ lives. Therefore, the question arises: who exist, who does not exist and which lives matter.

HUMAN RIGHTS IN THE SCHOOL CURRICULUM OF CHILE: PRECARITY AND COMPLEXITY