O processo de inserção das geometrias não euclidianas no currículo da escola paranaense: a visão dos professores participantes

This paper aimed to investigate the process of developing the current curriculum in the state of Parana 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.