In this article, we present considerations about the possibility of experience in teaching History. Therefore, the questions “how to learn from the past?” and “how to promote experiences with the past?” guide this proposition. In empirical terms, we start from the work of ob-servation and monitoring of supervised curricular internships, carried out since 2015. In these, we are faced with the numerous attempts by students to promote a teaching of history that can be considered significant. Despite inventiveness and commitment, many exercises do not achieve the expected effects. Among these, we evoke a classroom scene, in which trainee students presented an event marked by absolute violence, which, however, did not seem to have an impact. The apathy of the students caused us concern and raised reflections on the school in the present time, our responsibility and our challenges, as teachers, in creating conditions for the experience to take place. To do so, we used the notion of experience as a basis – based on the reading of Jorge Larrosa – and the idea of presence as a dimen-sion of the student, presented by Jan Masschelein and Maarten Simons, to think about the teaching of history.
