<p>Over the last ten years, a movement has been growing in Brazil: digital videos on mathematics and mathematics education. Local festivals organized in schools and national festivals, such as the Festival of Digital Videos and Mathematics Education (FVDEM), have publicly shared mathematics through videos. Researchers across the country and, more recently, in Latin American countries such as Argentina, conducted research on this initiative. In this article, we analyzed thesis and dissertation research on videos in mathematics education to understand the impact that the FVDEM has on the Brazilian curriculum. For this purpose, we conducted a systematic search in thesis and dissertation repositories relevant to the Brazilian academic landscape. We selected four qualitative studies that provided evidence of how classrooms have been transformed by mathematics education video festivals. These studies were conducted in schools from different regions of Brazil, allowing for the identification of synergies within the heterogeneous contexts of Brazilian school realities. The epistemology underlying the construct of humans-with-media guided the data analysis. From this perspective, agency is also attributed to non-human actors that form thinking collectives with human actors. The analyzed data suggest that digital videos can exercise agency by disrupting the curriculum and promoting changes in the classroom. Many of the videos originated from the prescribed curriculum, reshaping it through collaborative practices filled with cognitive, affective, cultural, and social reflections. In doing so, it has transformed the classroom and the relationships between the prescribed (top-down) curriculum and the developed (bottom-up) curriculum.</p>