Abstract
This article analyzes a decade of curricular transformations (2009-2019) and their impact on the narrative of school history, with an emphasis on women and indigenous peoples as “others” in the official account. Our objectives were to analyze on curricular bases and textbooks the construction of the idea of the other in the historical narrative proposed in the school curriculum between 2010-2019 for 1 st and 2 nd grade high school, define the role of official history and subaltern studies in the narrative of texts middle and high school students of 1 st and 2 nd grade, and to identify the relationship between the curriculum in history and the reforms and updates in the last decade.
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