The workshop is aimed at researchers interested in discussing issues related to scientific denialism from the interface between History of Education and History of the Curriculum. Early Career Researchers (ECRs) will be welcome. The audience limit is 30 participants, excluding speakers. Depending on the registered audience, the workshop may be held in English, Spanish or Portuguese. But the preference will be for the Portuguese language. We have witnessed the emergence of political groups aiming to manipulate public opinion and rewrite history by denying scientific evidence and revising well-established historical facts. In this process, they seek to influence public policy formulation, promoting the relativization of crimes against humanity, spreading hate speech, casting doubt on scientific and technological advancements, or legitimizing oppressive practices against political minorities. This workshop aligns with the central theme of ISCHE 45 and responds to this pressing issue. This workshop aims to provide theoretical and methodological support for conducting research using educational narratives that contribute to socio-historical analyses of curricula, with a focus on decolonial perspectives, and to encourage the development of pluralistic, diverse, and democratic Histories of Education. The workshop justification is due to the understanding that school curricula are political, social, and historical constructs, subject to ongoing clashes and disputes regarding their content and pedagogical approaches across different historical periods. Amidst denialism and revisionism, critically examining curricular productions and interrogating the underlying issues at various social levels, beginning with the classroom, is imperative. The primary target audience for this workshop includes aspiring educational historians interested in the historiography of school curricula, particularly in contemporary times. The workshop will last three hours, and it aims to introduce fundamental concepts related to narrative research and discuss the foundational dimensions of works that aim to contextualize and historicize curricula through the voices of educational subjects. These narratives provide insight into the lived experiences inscribed in their educational journeys. By exploring this theoretical and methodological framework, we aim to contextualize and stimulate research on curricular issues that challenge the field of Education History, thereby contributing to the fight against scientific denialism and historical revisionism. Additionally, we will present concrete examples of narrative research employing a curricular perspective, fostering collective discussion and reflection among participants.