In this research, I analyze activities practiced in the classes I teach: History stanzas. The experiences took place with 9th-grade classes in Rio de Janeiro s public schools in the Santa Cruz neighborhood in 2018, 2019, and 2021. Noting that learning history in public schools still faces great challenges, as a significant part of the students do not understand what they read, I explored ways of working with the curricular content to develop a positive memory about history, favoring its understanding and evaluating its assimilation, using music. Above all, Samba is used as a stimulus for students creativity and writing. Inspired by the improvised verses of the Partido-Alto, one of the main samba sources in Rio de Janeiro, I developed a didactic proposal in which students are challenged to compose verse quatrains based on the content studied. I see this exercise as a form of historical literacy and a stimulus to writing using elements that are part of the students daily lives. The dialogue between popular knowledge, such as the agility to improvise verses, characteristics of popular cultural manifestations, and historical knowledge, or formal contents, in the school space, values students knowledge, stimulates interest and pleasure in studying, in addition to adding different experiences, contributing to making teachers and students composers and/or authors of the history class as music or as text.