This article aims to analyze the epistemological foundations of History teaching from the perspective of critical interculturality and the philosophical hermeneutics of Hans-Georg Gadamer, with emphasis on linking the educational process to the rights of children and adolescents. The first part presents the legacy of Brazilian legal frameworks regarding these rights, considering the processes of coloniality that are naturalized in our collective imagination through adultcentrism and minorist practices. The second section explores the relationship between rights and the teaching of History, highlighting an approach that transcends the coloniality of time by prioritizing content that serves social development rather than merely fulfilling economic logic. The third part discusses a hermeneutic pedagogy for teaching History, advocating a dialogical relationship between lived reality and classroom practice, both within and beyond the school space.
