This article aims to approach the connections and contributions between literature and history teaching, in order to reflect on the didactic potential of the uses of literature in the process of teaching history. From the critique of extra-human history contained in the BNCC, the analysis of the works Machado de Assis historian and Quarto de despejowas carried out to exemplify the contributions of literature in the construction of a sensitive history teaching when dealing with themes such as slavery and social inequality. It was found that, despite the long dialogue between litera-ture and history, the current curriculum and teaching proposals of history continue to deny and not incorporate the sensitive and empathic aspects, contained in the literary narrative, when dealing with historical subjects. Thus, we sought to elucidate the fundamentality of dialogue with literature in the (re)construction of ways of understanding, thinking and teaching history in the classroom.
