FERMAT E SEU ‘ÚLTIMO TEOREMA’ COMO MEIO DE TRANSPOSIÇÃO DIDÁTICA NO ENSINO DA MATEMÁTICA NA EDUCAÇÃO DE JOVENS E ADULTOS

Abstract

Designing ways to bring students closer to Mathematics content, giving it meaning and completeness in understanding the natural world, represents an important problem in teaching this discipline, raising discussions for didactic improvement, development of techniques and approaches for its substantive learning. Given this, the historical approach constitutes a valuable instrument for contextualizing and exposing content in basic education, with Youth and Adult Education being an important segment for the inclusion of strategic pedagogical practices. Thus, this article, configured as a bibliographical study of a qualitative-narrative nature, aims to reflect on the pedagogical possibilities arising from the classroom contextualization of 'Fermat's Last Theorem', as a historical record related to the praxis of mathematicians in the modern era , allowing to understand the effectiveness of mathematics as a science/language, at the same time presenting the student with its methods and how they relate to the algebra content worked in the classroom. For this, works published between 2000 and 2023 were consulted, extracted from the open access portals the journal CAPES, through the use of search descriptors, inclusion and exclusion criteria and analysis categories, supporting the bibliographic basis of this work. In the end, it appears that 'Fermat's Last Theorem' allows the student of Youth and Adult Education to understand the theoretical achievements of mathematics from a human perspective, meaning content and reinforcing the perception of 'collective science', in which several contributions converge towards a greater result.