This article presents some of the results from a study originated from a teaching situation in which the topic of Human Rights was studied through a didactic sequence organized with various documents and methodologies, among which the World Café dynamic. This study investigated to what extent can History classes use such methodology in teaching/learning situations in a consistent way that is also light and entertaining. Propositions by Helenice Rocha have subsidized the construction of the didactic sequence, and those by bell hooks, Joaquim Prats, and Flávia Caimi (among others) have contributed towards perceptions on the teaching of History. The results presented evidence that the teaching situation brought forth some important debates for the class, who articulated proper discussions on the issue.
