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Given that reforms involving how to deal with the past are extremely difficult, especially when the past involves memories of victimization, death, and destruction so widespread that a high percentage of the population is affected, the main purpose of this article is to describe how the general secondary education (GSE) curriculum in East Timor – an ancient Portuguese colony – is organized in terms of principles and objectives, themes, and methodological guidelines that give priority to assisting students to minimize or manage problems associated with conflict. Subsequently, the current state of GSE is characterized, in terms of school organization and logistics, and mobilization of teachers and students in using the new curriculum. The empirical results show that curricular materials incorporate aspects that can contribute to understanding and minimizing or managing problems created by the conflict, as well as contributing to avoid new conflicts. Nevertheless, although textbooks incorporate these aspects and teachers and students express interest in use them, problems remain regarding their appropriate usage due to numerous factors such as: logistics; school organization and poor teacher skills, despite training given and continued focused investment.Las reformas que implican lidiar con el pasado son extremadamente difíciles, especialmente cuando implican recuerdos de víctimas, muerte y destrucción tan generalizados que un alto porcentaje de la población se ve afectada. En ese sentido, el propósito principal de este artículo es describir cómo el Plan General de Estudios de Educación Secundaria (GSE) en Timor Oriental –una antigua colonia portuguesa– se organiza en términos de principios, objetivos, temas y orientaciones metodológicas que dan prioridad a la formación delos estudiantes para minimizar o controlar los problemas asociados con el conflicto. Por tanto, el estado actual de GSE se caracteriza por el uso del nuevo plan de estudios, en términos de organización escolar, logística, y de movilización de profesores yestudiantes. Los resultados empíricos muestran que los materiales curriculares incorporan aspectos que pueden contribuir a comprender y minimizar o controlar los problemas creados por el conflicto, así como para contribuir a evitar nuevos conflictos. Sin embargo, aunque los libros de texto incorporan estos aspectos y los profesores y los estudiantes expresan interés en el uso de ellos, hay problemas relativos a su utilización adecuada debido a numerosos factores, tales como: logística; la organización escolar y la mala preparación que todavía tienen los profesores, a pesar de la formación que se les ha brindado

School organization and the mobilization of teachers and students in the use of a new general secondary education curriculum in East Timor