The History Curriculum and Gender Issues:

The BNCC as an Instrument of Power

Abstract

In this article, we intend to explore how the curricular choices shaping the National Common Curricular Base (BNCC) either propose or neglect discussions of gender in the teaching of History. To do so, we initially discuss the emergence of Women's History and the gender category as a historiographical renewal movement that challenges traditional narratives, engaging with authors as Joan Scott and Judith Butler. Consequently, we address the National Common Curricular Base (BNCC) as a political construction marked by intentions, influenced by the neoliberal scenario and Eurocentrism. Analyzing the BNCC focused on Elementary Education, it was possible to perceive its gaps in addressing gender and sexual diversity, highlighting the limitation in representing women's participation in History, as well as the lack of explicit gender discussions in the document. This approach's influence extends to textbooks, where female participation is often treated as an appendix. To illustrate this discussion, we analyze the presence of women in the book "Estudar História" (BRAICK; BARRETO, 2018), published by Editora Moderna, demonstrating how these materials often reproduce stereotypes and perpetuate traditionally male views of history. Paths are thus proposed for a more equitable teaching of History, emphasizing the importance of a critical review of the BNCC and the production of more inclusive educational materials that challenge limited historical narratives and highlight the historical agency not only of women but also of other marginalized groups.