The article aims to share the teaching knowledge of History Education in Basic Education in Brazil and Chile, from the perspective of “Interculturality and History Teaching in Gerund” as analytical categories for the signifier’s “difference” and “cultural translation”, based on the authored testimonies and “translations” of the interviewed history teachers. To this end, the methodology includes a literature review and the “methodology of conversations” (Ribeiro; Souza; Sampaio, 2023), contributing to a rethinking of traditions and discourses that attempt to assert hegemony through the coloniality of power (Quijano, 2000). Going beyond power relations occurs when teachers, working in the “in-between space” (Bhabha, 2013a) and the “border time-space” (Monteiro;Penna, 2011), are able to recognize differences through dialogic conversation—as a crucial breach for thinking of the teacher as both curriculum author and author of historical school knowledge (Monteiro; Ralejo, 2018).
