The purpose of this article is to share some reflections from my doctoral degree research, that helps to inform about the symbolic universe which permeates students who identify themselves as evangelicals in the favela community, aiming to contribute more effectively to the teaching-learning process of the discipline of History. Starting from the idea of Monteiro, that teachers and students are subjects that carry different worldviews and form relationships with each other including multiple possibilities of appropriation and interpretation, I emphasize the importance of understanding this part of the audience – evangelical students – who appear more and more in our History classes, eager to be heard in their social and religious perspectives.
