This article aims to analyze the didactic narrative about the First Industrial Revolution in a textbook from a collection approved by the first notice of the National Textbook Program (2021) after the implementation of the National Common Curricular Base. This proposal seeks to understand the possible changes that occurred in relation to School History after the implementation of the High School Reform and its new curriculum, the National Common Curricular Base. These changes replaced the History discipline with an interdisciplinary and integrated body called “applied human and social sciences”. This analysis will have as a reference the second level of Paul Ricoeur’s epistemological approach, seeking to understand whether certain parameters of historical narratives are maintained after recent curricular changes.