As potencialidades pedagógicas da história da matemática em questão: argumentos reforçadores e questionadores

Abstract

The purpose of this article is to highlight and analyse some of the arguments that attempt to reinforce the pedagogic potentialities of the history of mathematics, in opposition to the arguments, less frequent but not less important, that try to point out specific obstacles rendering difficult he realization of these potentialities. The Discussion takes place in the light of a non-exhausting set of arguments taken and International periodicals of Mathematic Education, abridgements contained in national and international annals and Meetings of Mathematic Education, chapters of books and sparse references from the works of mathematicians, mathematic historians and mathematic educators.