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The objective of this work is to analyze the shifts around the significant class, based on the notion of algorithmic curriculum. Based on Materialist Discourse Analysis, we draw a relationship between the school curriculum and the algorithmic curriculum, seeking to deepen the understanding of what we understand as a new curricular model, typical of computerized enunciative spaces – EEI. In this way, we can (re)think about the meanings of class and their displacements when it comes to a class in an EEI and, more specifically, on YouTube, thus establishing a critical look at the overlapping relationship that happens between pedagogical discourse and advertising discourse in this space, thinking about the limits of what is considered a class and what allows a YouTube video to be characterized as a class.