Enseñanza de 'temas controversiales' en la asignatura de historia y ciencias sociales desde la perspectiva de los profesores * Teaching of 'controversial issues' in history and social science from teachers' perspective Ensino de 'temas controvertidos' na disciplina de história e ciências sociais na perspectiva dos professores

This article analyzes students’ statements regarding the teaching of “controversial issues” during the first cycle of secondary school. The survey covered 1,210 Chilean students in a random, stratified, non-probabilistic sample. Descriptive statistics were used and a typology of teachers was defined. The most controversial issues correspond to human rights violations. There is no correlation between the level of controversy of a topic and its teaching. The teachers present different interpretations and develop innovative activities, strategies, teaching procedures and evaluations. Students play an active role, value dialogue, ask for their teacher’s’ opinion, and want to construct their own interpretations about history. However, in order for a pedagogical transformation to occur, empowering and transformative practices must be deployed.

This article takes a human rights approach to analysing the phenomenon of school bullying and specifies which international human rights instruments are applicable to this violent problem. The article then moves to a discussion of groups targeted by bullying, focusing on homophobic-, gender- and xenophobic-based bullying as well as bullying linked to special educational needs (disabilities) and socioeconomic status. The second part of the article presents the principles behind bullying interventions through a human rights perspective. Anti-bullying interventions are analysed along with the necessary curricular considerations, including pedagogy, didactic principles and evaluation.

Estudios Pedagógicos XXXV, Nº 1: 139-154, 2009 EDUCACION EN DERECHOS HUMANOS Estudios Pedagógicos XXXV, Nº 1: 139-154, 2009 INVESTIGACIONES * Este artículo es producido en el marco del proyecto FONDECYT N° 1060550 Estudio exploratorio de la enseñanza y aprendizaje de la subunidad "Régimen militar y transición a la democracia", ejecutado bajo la responsabilidad de María Isabel Toledo y Abraham Magendzo. EdUCACION EN dERECHOS HUmANOS: CURRICULUm HISTORIA Y CIENCIAS SOCIALES dEL 2° AÑO dE ENSEÑANZA mEdIA. SUBUNIdAd "REGImEN mILITAR Y TRANSICION A LA dEmOCRACIA"* Human rights education in the curriculum reform: curriculum of history and social sciences of 2° of middle school in the unit named "Military regime and transition to democracy"

This article tries to analyze the presence of Human Rights in the syllabus of Citizenship Education (Civics) of some Latin American countries. Thus, in this way, it detects the conceptions of citizen and citizenship supported; it reveals the rights the curriculum places emphasis on, and identifies the relationships between Human Rights and some citizenship categories which are essential as equality and personality development, freedom, democracy, justice and social protection, national identity and diversity respect, coexistence and international interdependence, peace valuation and the instruments to solve conflicts, security and protection of the environment. With this aim, the theory is related to the relationship between citizenship and human rights and how this relation is expressed in the curricular area. In second place, a "Matrix of Citizenship Categories" is applied to the curriculum guidelines to determine, in this way, convergences and divergences and mainly, to detect the tendencies that are observed in the treatment of Human Rights in the syllabus. Finally, the text points some suggestions about new aims of citizens training looking at the future, where Human Rights take a central place.