Abstract

The purpose of this research is to analyze the use of historical maps by Chilean history teachers to teach controversial content regarding the Occupation of the Araucanía region in high school. This research aims to know its representations, as well as the hardships that teachers face when such tools are used. It considers a descriptive qualitative methodology under an instrumental case study design. Thirty teachers were interviewed, and their teaching materials were analyzed. In order to analyze the data, information was synthetized and regrouped into categories and subcategories. The results show that teachers use historical maps to teach this content, thus allowing them to graphically represent the occupation process, develop students’ higher cognitive and geographical abilities and generate space for controversy inside the classroom. This is a contribution, beginning as early as in school, for the advancement in the resolution of conflicts in the area.