The ways in which discussions about so-called decolonial epistemologies are appropriate and impact research in History Teaching in Brazil are the problem to be investigated. This research, located at the intersection between the field of Social History and History Teaching, sought to map and analyze the receptivity to decolonial studies in the area of History Teaching since its emergence and strengthening process in the 1980s and 1990s until 2023, in a similar way, or not, to that observed in Philosophy and Social Sciences studies since the end of the 1990s. It appears that decolonial epistemologies were appropriated by Philosophy and Social Sciences studies in Brazil at a time prior to History studies. The problem arises from the recognition that there is still no research on the appropriation of decolonial epistemologies by historians of History Teaching. This investigation innovates as it seeks to elucidate the interaction between this perspective that currently competes for academic space, decolonial epistemologies, and historians of History Teaching. Latent fields that have become relevant since the turn of the millennium. Decoloniality and History Teaching have notorious importance in the production and affirmation of subjectivities and identities. In this sense, through the mapping of all research groups in the Teaching of History of Brazil and its subsequent subdivisions in what appears in the CNPq directory, it was possible to elucidate the sample group analyzed in more depth in the last chapter of the dissertation. Therefore, through database searches and interviews, this research sought to analyze the recent appropriation of decolonial epistemologies by Brazilian History Teaching.