Enseñanza de “temas controversiales” en el curso de historia, desde la perspectiva de los estudiantes chilenos

• Main Authors: María Isabel Toledo Jofré, Abraham Magendzo Kolstrein, Virna Gutiérrez Gianellad, Ricardo Iglesias Segura, Ramón López-Facal
• Format: Article
• Language: English
• Published: Universidad de los Andes 2015-06-01
• Series: Revista de Estudios Sociales
• Subjects: “Controversial issues; ” history; teaching secondary schools; curriculum; student.
• Online Access: http://res.uniandes.edu.co/view.php/990/index.php?id=990

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