Mathematical contextualization comes to show that the contents of a subject are not stagnant and
do not exist in isolation as teachers are unfortunately addressing in most classrooms. The
transposition comes to give more support in our way of teaching. These contents are present in some
context of the individual, whether he is the teacher or the student. And students are bombarded with a
lot of conflicting information from the rapid development of technology, which gives them easy
access to the ideas scattered throughout the media. One of the problems with easy access to
technologies and information is that those who use these materials most of the time do so in a
disoriented way. But it is still the context in which the individual is living. A contextualized class
gives the student the opportunity to help develop the common abilities as to turn them into skills.
During this work, we will see the identification of the difficulties experienced by the students
regarding the Flat Geometry in High School where the simple metric relations were established and
applied through Didactic Transposition When the student makes the transition from the context and
starts to feel the subject, it comes to have a more meaningful learning. During the elaboration of this
work we had the opportunity to make this contextualization applying in several contents of the third
class of High School in the School Cid Cabral da Silva. The lack of contextualization, together with
the transposition, in the teaching and learning process shows that the content given only for the
purpose of completing a pedagogical bureaucracy is wasted work. And this can result in that neither
the student will understand what is proposed nor the teacher will see that his work was good. The
teacher has the obligation to show the student what the meaning of the content is being addressed in
the classroom, before even beginning to do the first structural calculation procedures. And the context
is the prior for this to occur, being of extreme importance to the direction that the lesson will
follow. Content should be a consequence of a good contextualized approach. "The curricular
contents that make up the diversified part of the curriculum will be defined by the education systems
and the schools, in order to complement and enrich the curriculum, ensuring the contextualization of
the school knowledge in face of the different realities."
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