Formación inicial docente, temas controversiales y ciudadanía democrática: el caso de La Araucanía

The following research seeks to describe the beliefs of History and Social Sciences teachers in training about the so-called occupation of La Araucanía as a controversial issue and its relationship with the promotion of democratic citizenship. The relevance of this topic is related to the conflict between the Chilean State and the Mapuche people, which worsened after the military occupation and subsequent colonization in the 19th century, which resulted in the dispossession of Mapuche lands. Studies show that the teaching of history can contribute to the formation of democratic citizens, particularly in areas experiencing historical conflicts. The research methodology is qualitative, with a case study design, the instrument to collect information is a semi-structured interview, which was applied to 11 History teachers in training in the southern macro-zone region, who are between the fourth and fifth year of their university career. The results reveal that there is a conceptual diversity to qualify the process in La Araucanía, besides conceiving it as a valuable tool to generate higher skills, using sources and debates in the classroom. Limitations such as a limited curriculum and limited classes are identified. Finally, the findings allow us to sustain that teachers in training value the teaching of occupation as a controversial topic to develop critical skills and develop democratic values.