This article aims to analyze how the National Common Curricular Base (BNCC) and the Pernambuco Curriculum enable the history curriculum to take on an intersectional character. Therefore, from the content analysis, it was observed how the themes/verbs linked to the categories class, race and gender were addressed in the objects of knowledge and skills proposed by the two documents. Therefore, distinctions and similarities were observed, in the proposals of both, in relation to the articulation of historical content. Furthermore, after the analysis proposed by the article, a higher rate of use and articulation of these categories by the Pernambuco Curriculum was indicated.
