An experience that involved narratives of the teacher’s memories leveraged by the initial dialogue of a History class encouraged the sharing of a student’s family plot
in the subsequent class. Memories and desires narrated in the large group, like the experience presented, enable the encounter with characters, places and events that make the classes escape generalizations, a Eurocentric evolutionary chronology and anchored to major structural explanations. In this context, this article proposes the use of the Circle of Feelings method periodically in History classes as a resource to encourage a sensitive look in the classes towards the themes present in the school curriculum. Considering the difficulties that permeate educational work, the gaps found and constructed by teachers in classes allow hope to be used as an amulet and spearhead in History teaching.
