2026-10-212026-10-212026-04-15SILVA, Lucian Augusto Oliveira da. Um diagnóstico do ensino do teorema de pitágoras: a perspectiva dos professores paraenses. Orientador: Pedro Franco de Sá. 2026. 171 f. Dissertação (Mestrado Profissional em Ensino de Matemática) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/375AbertoEnsino de matemáticaEnsino fundamentalTeorema de PitágorasDiagnóstico do ensinoMathematics teachingMiddle schoolPythagorean theoremTeaching diagnosisDissertaçãoCiências Humanas::EducaçãoCiências Exatas e da Terra::MatemáticaCiências Humanas::Educação::Ensino-AprendizagemThis study is a master’s thesis developed within the Professional Master's Program in Mathematics Teaching at the State University of Pará (UEPA). The research stems from the need to investigate the importance of the Pythagorean Theorem in Middle School, as it is a central mathematical object linked to various stages and fields of knowledge. The guiding question seeks to understand the teaching, learning, and assessment processes of the Pythagorean Theorem in the 9th grade of public schools in the State of Pará, from the teachers' perspective. The general objective was to diagnose the difficulties students face in the teaching-learning process of this theorem, based on the viewpoint of mathematics teachers. The methodology is characterized as a diagnostic study with a mixed approach (qualitative and quantitative). The methodological path was structured in seven stages, including a pilot test with 30 students for instrument validation and the final application of an electronic questionnaire via Google Forms to 32 public school teachers from municipalities such as Belém, Ananindeua, and Abaetetuba. Data analysis included inferential statistical treatment using Fisher's Exact Test in the JAMOVI software. The results reveal that student difficulties are influenced by gaps in continuing education and a shortage of didactic resources. The analysis via Fisher's Exact Test proved that teacher profile variables—such as education level, length of service, and participation in courses—have no significant association with their practices or perceptions, highlighting that the identified obstacles are structural and systemic in nature within the Pará public school system. The main difficulties mapped reside in problem-solving and inability to perform basic operations, in addition to recurring confusion between legs and hypotenuse. Regarding assessment, all teachers use written tests, supplemented by assignments and notebook activities. For content reinforcement, out-of-class exercise lists and textbooks predominate. Lessons are mostly initiated through problem-situations, although the traditional model of concept followed by examples persists. Content selection is primarily based on the BNCC and textbooks, reinforcing that the identified barriers are independent of the teacher's individual trajectory.PPGEM - Metodologia para ensino de matemática no nível fundamental