How does research on history teaching "build" the student?

In researches on history teaching, the process of "student building" remains implicit. From a textual analysis of 89 publications (1991-2018), this article intends to explicit and question the implemented categorizations. In the model created by Daunay and Fluckiger (2011), discourses have been classified into three categories: school subject, epistemic subject, social subject, complemented by one more: political subject. In the analyzed corpus, the epistemic subject is clearly dominant; it more or less contrasts with school subject, connects to political subject and also influences how the social subject is perceived. Even if this does not come as a surprise in researches focused on a specific discipline, such a categorization is often elaborated at the expense of certain questions, mentioned in this paper.