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.

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