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The current historical moment has been marked, in political and ideological terms, by the resurgence of authoritarianism and conservatism, putting in check initiatives in the educational field guided by the respect and appreciation of differences in the school routine. In contrast to this context, the present text aims to propose a pedagogical activity that highlights deaf individuals and their role in building a decolonial and inter/multicultural curriculum. The need for such a curriculum is highlighted, with the potential to reveal, incorporate and respect the history of the deaf, subjects present in the inclusive school. The absence of this history is questioned in the history curriculum and a possibility of including it using the documentary method is presented. The example discussed here refers to an emblematic event in the struggle of the deaf community to break with the colonization imposed by listeners: the strike of deaf university students at Gallaudet University (USA), in 1988. It is sought through "other words" to promote the historical awareness of the deaf, as well as a more respectful and empathic look by the listeners. [ABSTRACT FROM AUTHOR]

Assuming that school also produces historical knowledge, the importance of using sources in classroom is discussed as one of the premises for the construction of historical literacy, presenting as work proposal, the use of the novel "Ursula", written by Maria Firmina Reis (1859), as a rich historical source by presenting a vision of the slaves as historical subjects. Maria Firmina dos Reis ventured to write within the possibilities that Brazilian society of the nineteenth century imposed at the time, dribbling the difficulties of her time and, in 1859, publishing her novel "Ursula", an unique work made by a woman of African ancestry in which is highlighted the condition of inequality that women, African and their descendants were submitted in nineteenth-century Brazil, due to the patriarchal system. It is considered the prior knowledge on the topic that is presented by high school students from two public schools located in Londrina (PR), whereas the new knowledge arises from prior knowledge, pointing, among others, the importance of soap operas and representations found in textbooks. It is presented a discussion on the national debate about black slavery in Brazil where the slave is seen as historical subject, from new approaches buoyed in sources and renewed documentary research showing the relative autonomy of African and their descendants in captivity and advances in the fight for a African-Brazilian history, through the law 10.639/03, which made compulsory in the curriculum of basic education the study of African history. It is also approached the work with historical sources in a critical way in classes, contributing to the process of teaching and learning whose basis consists in research, discussion, formation of critical and inventive minds, introducing students to the historiographical process and/or construction of historical knowledge. Positive results are inferred by the use of Firmina's work in building a vision of the slave as historical agent, permeating the study of black slavery in Brazil with more general directions, making the learning process more productive and challenging. In short, it appears that history and literature, in the teaching process, enable a privileged space for the production of historical knowledge at school. [ABSTRACT FROM AUTHOR]