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The aim of this text is to show the dialectic of ignorance as it functions in school. Based on an example of a real situation of an elementary school pupil observed during research, every effort was made to capture the significance of parents' ignorance, which led to opposing the teacher who, by assumption, is an authority. Thus, paradoxically, ignorance may contribute to subject's empowerment. Epistemol-ogies of ignorance are also discussed in the text to show different functioningfatcat:54camcjcnzcqzbg7h22vt3qykq