Resumo

SOUZA, Samara  e  FERRARI, Anderson. Cultural curriculum in History class: a case study. Sér.-Estud. [online]. 2022, vol.27, n.61, pp.251-272.  Epub 16-Fev-2023. ISSN 2318-1982.  https://doi.org/10.20435/serieestudos.v27i61.1726.

We start from the understanding that the different social spaces in which we circulate disseminate and institute discursive practices, which can be read as a curriculum that promotes ways of life and that participate in the game of producing truths. This means that we follow the post-critical theoretical perspectives that understand that curricula are not restricted to school subjects and the knowledge constituted in them, but are present in different cultures and cultural artifacts. It is the concept of cultural curriculum that leads us to problematize around a cultural artifact that was used as a support for a History class on the silencing in the Russian Revolution held in a federal public school, in 2022. It is a video with the speech of councilor Marielle Franco, on International Women’s Day. Our purpose is to assume problematization as a methodology that invites us to think about the discourses that organize speech, as well as the use of video as a powerful cultural artifact to think about the relationships between school curriculum and non-school cultural curriculum.

Palavras-chave : cultural curriculum; History teaching; feminisms.

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