Evaluación de temas controversiales. El caso chileno de la ocupación de la Araucanía

The purpose of this research article is to analyse the evaluation practices from teachers of History, Geography and Social Sciences, in the Araucanía Region, when assessing the occupation of contributes to the formation of students and teachers who are open to dialogue and willing to build bridges aimed at bringing the different viewpoints of the people from this territory, in order to contribute towards social peace in the region. This study was carried out with a qualitative and descriptive methodology, using an instrumental case study design. From data analysis, obtained from interviews with 23 teachers of the region and a review of their evaluation tools, the data were grouped into categories and sub-categories with their respective evidence. The results of the study showed that teachers use evaluation strategies such as working with sources, research, oral and written presentations and debates. In addition, the evaluated knowledge and skills corresponding to those established in the school curriculum; also, it considers other knowledge emerging from the educational context in which this research is situated. Lastly, the findings allow us to affirm that the teachers in this study are beginning to include practices that are both innovative and focused on student learning in their evaluations.