School textbooks have been classified as privileged instruments of the state to propagate national histories that, among other consequences, perpetuate post-war antagonism between countries. In this article, based on a descriptive analysis of the contents and activities proposed in Chilean and Peruvian textbooks referring to the War of the Pacific, we review whether these texts impede or favor integration between the citizens of the two countries. To help answer this question, we based much of our analysis on the conclusions given by teachers from Arica y Tacna during meetings to reflect on how the school curriculum could favor Chilean-Peruvian integration. We conclude that although the textbooks analyzed have a strong state-centric orientation, they also offer perspectives that would favor integration in the hands of teachers who wish to promote this goal.