This article analyses how the classroom is approached in the História Hoje Journal (RHHJ) publications, over the period from 2015 to 2017. 84 publications were identified among the dossiers and different sections of the four examined volumes. During reading, the subjects, the inserts form dossier organizers and the outlook of the classroom inside articles and sections were highlighted. This article also comprises a brief exercise on analyzing the data presented by Oldimar Cardoso et al. on this same dossier, about the words utilized on articles from RHHJ during 2012 to 2020, gathered from an algorithm developed by himself and Marco Costa. The study of those four RHHJ volumes allowed us to catch a glimpse on how valuable the classroom is when researching on the teaching of Brazilian History, indicating the significance of historicizing the classroom practice and not merely History as a subject.