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‘Controversial issues’ are topics under which different groups have built irreconcilable arguments on. Therefore, they divide society. Some of these topics are now present in the teaching of history. Thus, the purpose of this research is to describe the teaching of ‘controversial issues’ in history subjects in secondary school. A nonstatistical randomly stratified sample with proportional representation was used. A self-administered questionnaire was applied to 111 teachers of public schools, private subsidy schools and private paid schools. A statistically * Este artículo se ha escrito en el marco del Proyecto FONDECYT 1120742: “Estudio sobre la enseñanza de los ‘temas controversiales’ en el curso de Historia, Geografía y Ciencias Sociales, durante el primer ciclo de Enseñanza Media. Análisis de las estrategias de afrontamiento: Adoctrinamiento versus Neutralidad”, donde también colaboran Bastián Abarca Hoffman, Magíster © Pensamiento Contemporáneo (UDP), Sebastián García Ralph, Magíster © en Educación Informática Educativa (UCH), Karla Ulloa Flores, Socióloga (UDP) y Patricio Enrique Saavedra Díaz, Estudiante de Psicología (UDP). Estudios Pedagógicos XLI, N° 1: 275-292, 2015 ENSEñANzA DE ‘TEMAS CONTROVERSIALES’ EN LA ASIGNATURA DE HISTORIA Y CIENCIAS SOCIALES DESDE LA PERSPECTIVA DE LOS PROFESORES 276 descriptive analysis was made and a teachers’ typology was made. A degree of debatable nature was established in relation to the ‘controversial issues’ and their teaching. Teachers’ approach to teaching these topics was analyzed and activities in the classroom were described. Teachers avoided tackling controversial topics they considered themselves as being ‘neutral’ even though their performances were far away from that position.

Enseñanza de 'temas controversiales' en la asignatura de historia y ciencias sociales desde la perspectiva de los profesores