HISTORY TEACHING, THE HISTORY OF WOMEN, GENDER AND SEXUALITIES

Abstract

The intention of this article is to highlight the importance of the theoretical discussion about the histories of women, genders and sexualities being present in degrees in history to assist in the professional practices of future professors, since even being in the second decade of the 21st century, many courses degree students do not yet work with these themes. Several textbooks that help teachers in teaching history make such issues invisible, which signals that this is a problem for the development of pedagogical practices that value the participation of women throughout history, and that establish discussions about the hierarchies of genders and sexualities. As a methodology, Carlo Ginzburg's (1989) Evidence Paradigm was used, as it enabled us to collect evidence, clues and signs about the invisibility of women in the bibliography dedicated to the history of women.