This article invites a discussion about the inclusion of issues on gender and sexualities in the curriculum of five different interdisciplinary undergraduate courses that focus on the formation of educators (Arts, Languages, Mathematics and Computing, Humanistics and Nature Sciences) at Universidade Federal do Sul da Bahia, in Brazil. The analytical methodology is the autobiographic experience, based on the Benjaminian storyteller, and the results are constituted by this experience under analysis within a narrative organized in three moments: (1) the discussions within a group of professors of these courses about the inclusion of such issues in the curriculum; (2) the construction of study plans; and (3) the experiences in the classroom. The narrated process shows that the issues on gender and sexualities, from a scientific perspective (gender and queer studies, and feminisms) are incipient on these courses, unknown to the students, and a challenge to the school. In this sense, the experience influenced some change into the reality of these courses, by including specific topics in the curriculum that dialogue directly with the educational process.