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Summary This article sought to analyze the trajectory of the legal apparatus of mathematics teaching in Brazil, with a main focus on the difficulties of understanding trigonometric concepts in high school, and, more specifically, with first-year students. The general objective of the article is to present how these difficulties were built over time and how to solve them through active teaching methodologies. To achieve this objective, a research was carried out on the National Curricular Parameters (PCN), on the National Curricular Common Base and on other literature to prove that teaching through these methodologies can result in a better use of school learning. There is also a reflection on what should be the role of the teacher in the classroom as a mediator of knowledge. Finally, some methodologies and strategies that can help in teaching-learning are considered in a way that allows the expression and creativity of the student as an active subject in the creation of knowledge. |
