Student’s historical knowledge: culture and politics

In this paper, we consider Egan’s contributions from his cognitive development theory. He proposed the universal quality of narrative thinking as an intellectual resource for making sense of the world. From these considerations, Egan proposed a school curriculum for working with different subjects. We will argue that the concept of culture used by Egan makes the political dimension of History knowledge at school invisible. We consider that the political dimension is an inherent factor in the history taught. To exemplify this point of view, we refer to a historical process called the Conquest of the Desert, which occurred in Argentina in the late nineteenth century. We propose to analyze the construction of History knowledge at schools from a relational epistemic framework. In addition to Egan’s proposal, this approach will allow us to consider the specific constraints of social interactions in which individuals appropriate knowledge