UMA MIRADA SOBRE A HISTÓRIA DA ÁLGEBRA

DA ANTIGUIDADE AO ENSINO CONTEMPORÂNEO

Abstract

This article explores the evolution of algebra, from its origins to its incorporation into contemporary educational curricula in Brazil. The objective is to understand how the teaching of algebra is structured in the country, analyzing its historical trajectory and the curricular transformations that impacted its pedagogical approach. Based on a documentary and historical analysis, records such as those of Alpoim, Bélidor and Bézout, mentioned by Valente (1999, 2004), were investigated, in addition to the educational reforms that shaped the teaching of algebra. It is worth highlighting how the National Curricular Parameters (PCN) of 1998 and the National Common Curricular Base (BNCC) of 2018 redefined algebra in elementary education, emphasizing the development of algebraic thinking. However, the absence of a clear definition of this concept in the normative documents was identified, which can generate challenges for teaching practice. The analysis suggests that understanding the history of algebra and its pedagogical implications contributes to the improvement of teaching strategies, favoring meaningful learning. Thus, it is concluded that the articulation between the historical context of algebra teaching and contemporary demands can enhance algebra teaching, promoting the development of students' mathematical thinking.