Enter an investigative approach of the history of mathematics allows students to learn a little more about the origins of mathematical skills that are taught in educational learning. Thus, the theoretical approach of the contents that are taught in the classroom can be extended to the case of how that knowledge came. In this paper we ask what is needed for a better understanding of the Pythagorean Theorem to expose some demonstration of how to get to this theorem, and see some reflections on the history of mathematics in the classroom and what the contribution to the development of new skills in particular, the Pythagorean Theorem. Thus, we divide the work into two parts to facilitate understanding about content that can be addressed in the classroom. At first we see the need to work the origin of mathematical knowledge and the origin of the author that is being worked on, before exposing the content itself, so we have our disposal a tool for modeling knowledge. In the second phase, the development history of the Pythagorean Theorem, which addresses two statements about him and some of its applications and contributions in teaching leaching process.
História da matemática, Ensino e aprendizagem da matemática, Teorema de Pitágoras, History of mathematics, Teaching and learning mathematics, Pythagorean theorem
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