The present dissertation intends to reflect on and problematize the representations about women present in textbooks of History directed to the last grade of Elementary School - 9th grade of High School - published between 2001 and 2007. It was also analyzed the place of the gender issue in curriculum discourse – Parâmetros Curriculares Nacionais (1998) and handbooks and guides of Programa Nacional do Livro Didático. In the questions of this writing, is contained the disquiet about the way in which the performance of women as historical agents was built over the years in didactic materials, in perspective with the male action, creating discourses that fade the female voice. Feminist epistemology and the concept of gender were used as a theoretical methodological tool. The main focus of the analyzes was on the text of the textbooks, more specifically the contents related to the twentieth century, in which the uses and intentions of the texts, and their meanings, were observed, analyzing whether or not they contribute to the maintenance of a sexist culture. Discourse Analysis methodologies, as proposed by Foucault, were the basis for the construction of the analyzes of this work.