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For the tests to be administered on November 30, and December 1 and 2, additional content has been added to the PAES (University Entrance Exams) for Mathematical Competence 1 (M1) and Mathematical Competence 2 (M2), as well as to the Science exam in the areas of Biology and Physics, and to the History and Social Sciences exam. Details can be found in the 2026 Syllabi, 2027 Admissions, which have just been published on the DEMRE website.
Every year, the Department of Educational Evaluation, Measurement and Registration (DEMRE) of the University of Chile, together with the disciplinary teams of the Curriculum and Evaluation Unit of the Ministry of Education, update the PAES Regular Syllabi corresponding to each admission process.
They detail the knowledge and skills that will be measured in the battery of tests that allow access to Higher Education and, therefore, are published several months before their application at the end of the year.
The syllabi that will be in effect for the PAES Regular 2026, Admission 2027, are available from this Thursday, March 19, on the DEMRE website .
The Winter PAES uses the same syllabi as the immediately preceding Regular application; that is, the syllabi for the Winter PAES that will be taken on June 15, 16 and 17 are different from the syllabi for the PAES that will be applied on November 30, and December 1 and 2, 2026.
The syllabi form the basis for the tests. While they contain general definitions such as the curricular reference for the tests, the core aspects of each of the disciplines assessed, and their importance to higher education, the need for updating stems from considering the learning opportunities participants have had in contexts of curricular change implementation.
This year, content was added to the PAES syllabi for Mathematical Competence 1 (M1) and Mathematical Competence 2 (M2), as well as to the History and Social Sciences syllabus (where one topic was also removed), and to the Science PAES in its Biology and Physics sections. Here are the details.
In the PAES M1, content was added to the Geometry thematic axis, specifically:
Similarity and proportionality of figures (applying properties of similarity and proportionality to scale models and situations from daily life and other subjects).
In the topic of Geometric Bodies, “cylinders” was added.
In the case of the PAES M2, content was also added to the Geometry thematic axis:
Lines in the plane (solving problems about lines and their relative positions).
Spheres, surface and volume (problems involving surface area and volume of the sphere).
Meanwhile, in the PAES (University Entrance Exam) for History and Social Sciences, specifically in the History: World, America, and Chile section, knowledge related to the second half of the 20th century and the new international order after World War II (Europe, America, and Chile) was added. This includes:
Ideological confrontation as the basis of the Cold War and its political and cultural manifestations.
Political and social mobilization in Latin America during the second half of the 20th century: revolutions, political reforms, military dictatorships and human rights violations.
The end of the Cold War, the collapse of the Soviet bloc, the rise of neoliberalism, and the acceleration of globalization.
The process of democratization of Chilean society in the mid-twentieth century.
The process of transition to democracy that began in 1988.
Furthermore, in the thematic axis of Citizenship Education, knowledge about the problems of democracy and its relationship with the concepts of freedom, equality and solidarity was eliminated.
Finally, in the case of the Science PAES exam, content was added to the Biology and Physics sections. These are:
1. In the area of “Biological Processes and Functions” of the Biology axis, the following was added:
General characteristics of the nervous system and its coordinating and integrating function in processes associated with the body’s response to environmental stimuli. Consider: the structure and function of neurons; the generation and propagation of the nerve impulse and its transmission via chemical synapses; the simple reflex arc; the consequences of consuming substances such as caffeine, alcohol, and drugs of abuse; and measures for the care of the nervous system, such as adequate sleep and injury prevention.
Characteristics of human sexuality and reproduction. Consider: biological aspects, such as the structure and function of the reproductive systems; and social, affective, and psychological aspects of sexuality that contribute to the overall well-being of human relationships, such as care, respect, and responsibility towards oneself and others.
2. And in the thematic area of “Mechanics” of the Physics axis, the following was added:
Description of motion in terms of reference systems, trajectory, position, distance traveled, displacement, average speed, elapsed time, average and instantaneous velocity, acceleration.
Galilean relativity in uniform rectilinear motion.
Uniform rectilinear motion. Equation of motion and graphs associated with the description of this type of motion.
Uniformly accelerated rectilinear motion. Equation of motion and graphs associated with the description of this type of motion.
Geocentric models of Aristotle and Ptolemy, and heliocentric model of Copernicus. Contributions of Galileo and Kepler to the current view of the solar system.
Theories about the origin and evolution of the universe (Big Bang, Big Crunch, among others). Evidence that supports them.
Leonor Varas, director of DEMRE, explains the importance of these official documents and encourages a detailed review: “They are a great help to teachers and also to those who will be taking the tests. They constitute an essential guide for preparation because, although it is not expected that everything they contain will be asked, it is guaranteed that nothing will be asked that is not included in the Syllabi. This information can be supplemented with other DEMRE publications such as the official tests already administered and the videos with questions explained by our Test Construction Unit team.”
For her part, Ingrid Oyarzún, head of the Test Construction Unit at DEMRE, added that “these adjustments take into account the curricular changes faced by students graduating from high school this year. It is vital that those taking the regular PAES review the syllabi in advance to arrive informed and prepared for these assessments. The technical team responsible for constructing and reviewing the questions included in these tests uses this knowledge as a basis for measuring the fundamental skills required for university admission.”
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