This article provides theoretical and methodological reflections on approaches to sensitive topics in Science and Biology Education. We explore conceptual references to discuss theoretical convergences and divergences between sensitive issues and other terms used in research in the human sciences and science education, such as controversial issues, socio-scientific issues, socially acute questions, and cordial content, among others, in an attempt to organise and relate them to their respective objects of study. We draw on the work of Ivor Goodson and Michael Apple to understand the historical tensions shaping the school subjects Science and Biology, particularly those related to current incursions by conservative social groups seeking to impose Judeo-Christian values on these curricula in the name of an objectivity allegedly based on impartial consensus. We present research findings that support our proposition of the relational and multifaceted nature of sensitive topics, adopting the narrative curriculum as an alternative to prescriptive curricula. This approach anchors the emotions and sensitivities required when addressing these topics and embraces the life stories of students and teachers. We conclude by advocating for the potential of life history research in understanding this relational aspect, as it is a privileged methodology for exploring the tensions between personal life memories and professional experience.
