2026-10-212026-10-212026-05-07CORRÊA, Fernando Emmi. Teorema de Pitágoras: uma proposta de ensino por sequência didática. Orientador: Miguel Chaquiam. 2026. 150 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/371AbertoEnsino de matemáticaRelação métrica no triângulo retânguloTeorema de PitágorasSequência didáticaTeaching mathematicsMetric relation in right TrianglePythagorean TheoremDidactic sequenceDissertaçãoCiências HumanasGeometry education is one of the thematic units present in the BNCC (Brazilian National Curriculum). Among the knowledge objects to be worked on is the teaching of metric relations in right triangles, especially the Pythagorean theorem. Despite its application in various areas, we feel that students continue to reach the first year of high school without having studied, or with low learning of, this important topic, given the difficulties observed when studying the fundamental trigonometric relation or calculating the distance between two points. This perception is reinforced by the low results in large-scale exams. The results of the 2021 SAEB (National Basic Education Assessment System) revealed an increase in the number of students at the lowest levels of proficiency in mathematics compared to the 2019 SAEB edition, and the average score of Brazilian students in PISA (2022) was lower than that of neighboring countries such as Chile, Uruguay, and Peru. Given this scenario, the present research aimed to answer the following guiding question: what potential does a didactic sequence, structured according to the Articulated Units of Conceptual Reconstruction, present in relation to learning the Pythagorean theorem? Our general objective was to investigate the potential of using a didactic sequence for teaching the Pythagorean theorem, applied to a group of 9th-grade students in the public elementary school system. Brousseau's (1986) Theory of Didactic Situations (TSD), Zabala's (1998), Oliveira's (2013), and Cardoso's (2024) concept of Didactic Sequence, and Cabral's (2017) Articulated Unit of Conceptual Reconstruction (UARC) were the theoretical and methodological contributions that guided this study, which can be characterized as applied in nature, qualitative in approach, exploratory in its objectives, and bibliographic in its procedures. The literature review, the results of field research on the teaching of the Pythagorean theorem, and the analysis of textbooks supported the construction of the proposed teaching sequence. Furthermore, the in-depth study of different ways to demonstrate this theorem allowed for the organization of the Educational Product linked to this dissertation.PPGEM - Metodologia para ensino de matemática no nível fundamental