Ensino da geometria: contribuições da história da matemática para uma proposta pedagógica nos anos finais do ensino fundamental

Abstract

This qualitative study, based on bibliographic research, investigated the relevance of the history of mathematics as a teaching tool for geometry in the final years of elementary school. The current scenario of geometry teaching is marked by challenges in understanding spatial concepts and practical application, often resulting in student demotivation. The main objective of this monograph was to analyze how historical contextualization can enrich pedagogical practice, making geometry more meaningful and less abstract. To this end, we studied the contributions of several authors who advocate the use of the history of mathematics to overcome epistemological and didactic obstacles. The analysis showed that the history of mathematics not only contextualizes the origin of geometric concepts, such as the Pythagorean theorem or non-Euclidean geometries, but also brings students closer to mathematics by showing the path of knowledge. As a result, a structured pedagogical approach is proposed that integrates historical narrative with the exploration of geometric concepts, aiming at more critical, reflective, and engaging learning. It is concluded that the use of the history of mathematics is a powerful and innovative methodology capable of significantly improving the teaching-learning process of geometry