This article presents an analysis of the social conflicts of post-independence in Haiti's history textbooks published since the 1990s. This period is in fact marked by the existence of a dual historiographical approach, each part proposing a reading of past social struggles, and by the socio-political change (fall of a dictatorship) and educational change (introduction of educational reform) that occurred in Haitian society. The proposed analysis seeks to relate the epistemological foundations and the ethical issues linked to construction of the mode of apprehension of freedom proposed to the pupils in the history texts published since that period. We show that the treatment of social conflicts in these texts participates in a logic of legitimization of social inequalities (past and present) by concealing the democratic ideal that underlies the participation of certain social groups in social struggles throughout Haiti’s history.