The process of inclusion of non euclidean geometry in the school curriculum in Paraná state: the view of participating teachers

Abstract

This paper aimed to investigate the process of developing the current curriculum in the state of Paraná from the perspective of teachers who participated, especially clarifying how Non Euclidean Geometries was inserted in the curriculum. We used oral history and documentary analysis as methodologies. The results showed that teachers' participation was not decisive in the decision making during the elaboration of the Mathematics Curriculum Guidelines, and the insertion of Non Euclidean Geometry in the document followed the decision of element (s) of the technical Mathematics Team; we could not identify under what influence.

School curriculum; Paraná; Non Euclidean Geometries; Public Policy for Education; Oral History and Document Analysis; Mathematics Teachers