Abstract
This article examines the use of oral testimony during a teaching-learning session by problematization with students in academic difficulty. In order to overcome language difficulties, the researcher, who is also the teacher, provides the students with tools, particularly graphic tools, to construct concepts in History. The aim is to determine the role of the diagram in the critical treatment of oral testimony in the History class. To what extent is it a lever to bypass the emotional bias specific to oral testimonies in History teaching and does it facilitate the construction of a historical concept by the students?
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