This article aims to reflect on the possible contributions of decolonial studies to the History teaching-learning process. It is believed that questioning the Eurocentric perspective that marks the teaching of History and presenting other perspectives, other histories, making visible voices historically silenced, can contribute to encompassing the different experiences that constitute the historical-cultural heritage of societies without hierarchizing them.
The methodological proposal consisted of establishing a dialogue between the BNCC (Brazilian National Curriculum Parameters) and decolonial thought, in order to foster a more critical education. It was concluded that by resorting to decolonial thought, it is possible to enhance the
teaching and learning of History, enabling the questioning of colonial narratives and opening space for the construction of a more just, democratic and emancipatory
historical education.
