Teaching Through Stories:

Using Cultural Narratives to Build a Multicultural Curriculum

Abstract

This article aims to reflect on the potential of cultural narratives as a pedagogical resource capable of strengthening multicultural and critical education, in contrast to the technicist logic that guides centralized curricular policies, such as the current Base Nacional Comum Curricular (BNCC). Based on the studies of Candau (2008) and Neira (2020), the research advocates for the construction of a cultural curriculum that values dialogue among different identities and forms of knowledge, while recognizing and confronting the power relations that produce inequalities. Methodologically, this is an integrative literature review with a qualitative approach, conducted on articles published between 2015 and 2025 in Portuguese. The analyzed studies reveal that, although there are experiences involving regional narratives—especially Amazonian legends—these practices are still scarcely incorporated into the school curriculum. It is concluded that the use of cultural narratives can contribute to a more plural, inclusive, and emancipatory education, committed to valuing differences and fostering the development of critical individuals.