By recognizing the subjective impact of the oppressive European domination in America, it is possible to reflect on the importance of the work of literary professionals in the decolonial turn, since they have, in their hands, the possibility of approaching an endless number of themes, authors, and books that deal with social, cultural, and linguistic issues. The goal of this thesis was to find male and female teachers whose decolonial propositions crossed their pedagogical perspectives, as well as to understand how and why their classes pointed to a teaching based on discussions derived from anticolonial debates. The theoretical framework that guides the epistemological approach comes, above all, from the Hispano-American studies developed by the Modernity/Coloniality Group, which are amplified by the contributions of names such as Paulo Freire. The methodological procedures were developed from the construction of a questionnaire and an interview script, both done virtually, because of the pandemic, with those who declared themselves to be decolonial. At the end, I was able to understand how the informants construct readings and pedagogical actions in a decolonial perspective, bringing to light how the teaching activity, in an active and critical way, reveals authorial and creative paths for the promotion of a teaching engaged in the subversion of colonial ideas. By adopting books that focus on racism, sexism, among others; or by proposing activities that rescue elements that form the national (and also Latin American) culture, such as African and indigenous knowledge, the interviewees present their interpretations and uses of epistemology in a way that collaborates with the assumptions of decoloniality.