The objective of this work is to carry out an investigation into high school books from
public schools in Pará, in order to identify the dominant epistemological model in exposing the content of analytical geometry, in particular, the study of the geometry of
conics, taking it yves chevallard's (1999) anthropological theory of didactics (TAD) and
the reference epistemological models developed by Benito (2019), in his doctoral thesis, were used as reference. The adopted methodology was the bibliographical qualitative research. The choice of books was made according to their acquisition in the
public network and based on the National Textbook Program (2020). We also seek to
carry out a survey of scientific studies, such as those of: Macena (2007), Oliveira
(2011), Siqueira (2016) and Jesus (2017), to understand how the learning of conic
figures develops in High School . Regarding the performed analyses, we identified that
although there is a distinction between the authors' predilection regarding which geometry to work on teaching and learning conics, analytical geometry stands out in relation to synthetic geometry. It is thus concluded that the content on Conics still receives a very algebraic treatment in basic education.
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