Abstract

Objetive: this research aimed to analyze the impact of the teaching of controversial topics on the development of historical thinking in students of a private school in Chile. The selected topic was the occupation of Araucanía during the second half of the 19th century. The topic, of a controversial nature, is relevant to understand the current conflict in that territory and needs to be approached from the school. Methodology: it is a qualitative study, based on action research. The following instruments were used to collect information: field notebook, metacognitive questionnaire, checklist and students' work guides. The analysis of the results was carried out by means of a content analysis, and four categories of analysis were raised: pedagogical practices, work with historical sources, controversial topics and students' performance. Results: the results show that promoting strategies such as guided discussion, debate and work with historical sources, based on controversial topics, favor the development of historical thinking in students. Conclusions: studies such as this one allow the understanding of the educational challenges existing in areas similar to Araucanía at the time of teaching history. © 2024 Universidad Simon Bolivar. All rights reserved.