This article examines how the historical perspective
on religions is conceived and implemented in the academic and school environment. It is based on studies
from the history of religion and from disciplinary didactics. Two focal points structure the explanations: first,
the three operators mentioned in the title of the article should be made fruitful for a well-argued historical
perspective. Based on this, Christmas as an object of
historiography, but also as a traditional set of customs
and object of knowledge in schools, is subjected to a
corresponding historiographical analysis to illustrate
and operationalize the considerations presented in the
first focus. The article concludes with a comparison,
based on the three operators, between the historical
perspective and the religious studies perspective in
Lehrplan 21.