Abstract
By presenting and advocating the potential of oral history as a pedagogical strategy in mathematics education and in teacher formation, this chapter describes the aspects and possibilities of this approach in the treatment and problematization of issues relating to educational cultures and mathematics education. This chapter also presents a panorama of history of mathematics education in Brazil as a line of research and its contributions for training mathematics teachers. Finally, there is a debate of a theoretical and methodological nature about the key issues and strategies to be considered in interventions which use oral history in teaching; some examples are given as reference.
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