This work aims at discussing the role of image in the school teaching history, interweaving points of view. First of all, it focuses the ways representation and knowledge were conceived of in the pedagogical studies developed during the XIXth and XXth centuries. It also accounts for some facts related to the evolution of the use of image in the Argentinean public schools. As far as the changes in the use of figurative and fix images in school practices are concerned, it concludes that the main shift was in the use of image, from a knowledge basis through sensitive intuition into an information support as well as a resource for the students' works. This result is referred to curriculum development and educational patterns in Argentina.
Learning process; Curriculum; School history