This article reflects on how high school History teachers in the FAETEC network, in Rio de Janeiro, address sensitive and controversial topics in the classroom. The study sought to understand how these teachers develop strategies and mobilize knowledge to discuss dictatorship, slavery, racism, intolerance, and human rights. It draws on authors who examine the plurality of teaching knowledge (Tardif, Monteiro, Shulman, Nóvoa), the political-pedagogical dimension of historical knowledge (Freire), the challenges of teaching sensitive topics (Alberti; Gil; Camargo), and analyses of Brazilian schools (Algebaile). The research adopted a qualitative approach, using questionnaires, a focus group, and a complementary form. Results show that, despite external pressures and fears of retaliation, teachers create forms of resistance: they value listening, foster critical debate, and use historical sources. The study concludes that teaching strengthens when articulating historical knowledge, professional experience, pedagogical planning, and dialogue.
