2026-09-152026-09-152026-07-11LIMA, Glendah Raieri Alves. A História Medieval no ensino fundamental: colonialidade, modernidade e eurocentrismo na BNCC e no ensino de História. Orientador: Thiago de Azevedo Porto. 2026. 33 f. Trabalho de Curso (Licenciatura em História) – Faculdade de História, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/10180. Acesso em: .https://bdm.ufpa.br/handle/prefix/10180History education plays a fundamental role in fostering critical thinking among students, enabling an understanding of social, cultural, political, and economic transformations over time; however, the teaching of Medieval History still faces challenges regarding the persistence of Eurocentric perspectives in curricula, teaching materials, and pedagogical practices. In this context, the aim of this study was to analyze how Medieval History is addressed in elementary and middle education (Ensino Fundamental) within the framework of the National Common Curricular Base (BNCC), based on the perceptions of teachers working at this educational level. A qualitative field study of an exploratory and descriptive nature was conducted, grounded in a literature review and the administration of questionnaires to three teachers working at a municipal public school in Capitão Poço, Pará. For data analysis, responses were organized and interpreted in light of a theoretical framework built upon discussions regarding modernity, coloniality, Eurocentrism, the teaching of Medieval History, and the BNCC. The results showed that the participants acknowledge the persistence of Eurocentric perspectives in History education, even though they develop pedagogical strategies aimed at challenging stereotypes, valuing cultural diversity, and fostering more critical and reflective approaches; challenges related to teacher training and teaching materials were also identified. The study concludes that creating a more meaningful approach to teaching Medieval History requires moving beyond narratives centered exclusively on the European experience and instead favoring pedagogical practices that value historical and cultural plurality.Acesso AbertoHistória MedievalEnsinoEurocentrismoColonialidadeBNCCMedieval HistoryTeachingEurocentrismColonialityBNCCCNPQ::CIENCIAS HUMANAS::HISTORIA::HISTORIA ANTIGA E MEDIEVALTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil