Abstract
This article aims to show the discussions presented by researchers and teachers about the consolidation of the History of Mathematics (HM) in the Brazilian Educational Curriculum, emphasizing the first works published in Brazil until the consignment in official documents, such as the National Curricular Parameters – PCN (1998) and National Curriculum Guidelines – DCN (2001). This article presents recent works that seek to explain pedagogical proposals of the History of Mathematics in the training course for basic education teachers. It highlights suggestions and recommendations for Mathematics teachers. We also assign a note to works such as Fragoso (2011) who shows the fragility of the HM discipline and Nobre (2012) who uses his 20 years of experience as a teacher and researcher of HM, also makes suggestions and recommendations for content , activities and bibliographies to be consulted and used by teachers interested in the subject.
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