Faced with a society far removed from God and with secularism and materialism taking root, the educator's purpose is at the mercy of the knowledge that this same society can provide. If, by any chance, the educator receives a pious education that values wisdom, it is thanks to the actions of individuals who are aware of the decadence present in various fields of society, especially education . This article seeks to bring together the principles present in the Instruction ‘The Identity of the Catholic School for a Culture of Dialogue’ and demonstrate how the work of the Catholic educator goes beyond ‘just’ studying and praying. In almost two thousand years of history, the Catholic Church has not only witnessed but also inaugurated educational reforms, the fruits of which are still being used today. In the last century, in Brazil, a change took place in which a Catholic teacher was forced to introduce new teaching materials at the country's most prestigious school, due to flaws in the way maths was taught. Eugênio de Barros Raja Gabaglia was a teacher and mathematician at Colégio Pedro II . A fervent Catholic and a fighter against the positivism that was pulsating in Brazilian society due to the republican coup in 1889, Prof Gabaglia not only improved maths teaching, but also gave birth to a whole new school of thought in maths teaching. Previously, maths teaching had focused entirely on the military and practical life; there was no view that maths could improve students' moral lives, for example. In 1895, Prof Gabaglia began the arduous work of translating a collection known as F.I.C. . This collection was born out of a French congregation of religious and priests who dedicated their lives to the education of underprivileged young people and sought not only to educate them for work, but also for an intellectual life. Not only did it have different pedagogical characteristics from the teaching materials used in Brazil until then, but it also had an entirely Catholic philosophical background, with an openness to the transcendent, unlike the positivist vision in vogue in society. The influence of the F.I.C. on maths teaching went beyond the Colégio Pedro II environment and lasted for many years throughout Brazil. Its copies, uniquely, were reprinted over a period of more than 70 years. And according to Professor Euclides Roxo, Professor Gabaglia's translation and adaptation are superior to the originals, as they were adapted to the country's situation at the time. This collection ushered in a new era for maths teaching in Brazil: the Catholic era. Classes of students from other professors asked him to officially take over all the maths courses - at the time Gabaglia was just a substitute - because they liked how he always raised the level of conversation. The students liked his maths lessons because they were the fruit of his inner life and apostolic work.