For quite some time, research on the use of the History of Mathematics in the classroom has confirmed a lot of academic benefits for students. However, the History of Mathematics can also be used as an inclusion tool in classrooms where there are foreign students because it allows working with the specific contexts of other cultures. This article presents an example of this and also shows how the evaluation of the activity was extremely satisfactory, highlighting the need to include this type of didactic unit in the official curricula.