This article describes the experience with groups of engineering students, in which they construct hydraulics knowledge based on the analysis of paradoxical situations that are presented to them with cases situated in a historical situation. The intervention shows how creating a classroom environment appropriate to the development of argumentation, each student learns from her or his prior knowledge and by a dialogical interaction with the teacher and the other classmates. Argumentation is thus presented as an alternative for the construction of science knowledge. The willingness of students and teacher are key in this process and in particular that both parties assume their respective roll, students as producers of knowledge and the teacher as a promoter, guide and counselor.