This article presents an action-research cycle based on a didactic sequence that focused on the social representations held by elementary school students regarding the work of historians and history. The objective was to design a strategy to modify the students' epistemological conceptions about historical work through historical inquiry and reflection on their own lives. The sample consisted of 51 students, aged between 12 and 13 years old, enrolled in a History course in a Chilean school. The students' social representations were collected at the beginning and end of the innovation through surveys and a drawing test inspired by the DAST (Draw A Scientist Test). The main results show a change in the image of historians' work among the students, as well as a decrease in gender stereotypes. Furthermore, the students' conception of historical knowledge was modified, making it more complex and diverse, challenging the original monolithic and universal idea. Finally, the critical knots detected related to the linear conception of history and the future implications of this experience are analyzed.