Objective: To understand how the new trends in the political uses of social networks impact on the formation of citizens in Chile and Latin America, especially in high school students, and how the teaching of history can advance in strategies of citizen reasoning in networks, in environments influenced by the economy of attention. Method: the analysis-synthesis method is used, where it is sought that the analysis makes it possible to decompose the information in an essential way, while the synthesis can lead to generalizations that contribute to the solution of the scientific problem as part of the network of inquiries. Results: The evidences of the Chilean and Latin American context for high school education, show that there is a clear political mediatization that has had political repercussions in recent elections, in turn, although there is abundant research in other contexts and disciplines, research from the teaching of history is scarce. Conclusions: International research offers alternatives that must be adequate. Lateral reading, critical ignorance, etc. are strategies with basic research, which require more development from the didactics of social sciences and history, this urgently to the extent that the influence of the Internet in decision making is increasingly growing in Latin America.

Introduction: The acceleration of the "networked society" has been dramatic, moving from the hyperlinked internet to the semantic web, where content creation and algorithms are crucial. With these changes, the way we learn has also been changing. This mediatization of contents has reached political and citizen learning, leaving the school with new challenges such as disinformation and electoral polarization. Methodology: A mixed methodology is used, following the guidelines of the Stanford Civic online reasoning project, adapting the History assessments of thinking (HATs), making an adaptation of questions and rubrics, while conducting interviews to key actors. The sample includes 160 Chilean high school students and 9 teachers. Results: It was evidenced that most students show significant difficulties in skills such as lateral reading, fact checking, among others. Discussion: Faced with exercises designed to evaluate skills, students do not make use of civic online reasoning, coinciding with international studies, the use of the SIFT strategy is proposed for its improvement. Conclusions: Interdisciplinary strategies should be created to address the problem from the school system, developing practical material for students.