The History of Mathematics as a teaching tool can bring important contributions to the teaching of Mathematics, in view of this, this work has as its main objective to overcome the importance of teaching and learning Complex Numbers in Basic Education, culminating in the formulation of a didactic proposal with the methodological use of the History of Mathematics. In addition, linked to this objective, this work seeks to answer some questions, namely: How the History of
Mathematics can be used as an auspicious resource in the conception of a didactic proposal that promotes the construction of mathematical notions by students during the learning of the Complex numbers? And yet, how did the emergence of complex numbers? And how do the historical elements that comprise this fact appear in the textbooks of the 3rd year of high school? For this, qualitative, descriptive and bibliographical research was used as a methodology with the support of Textual Discursive Analysis by Moraes and Galiazzi (2011). Thus, at the end of the research, the importance of the History of Mathematics in the teaching and learning of Complex Numbers can be highlighted, as well as its use in textbooks with the objective of contextualizing and assigning meanings around the worked content.
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