A look at non-Euclidean Geometries in Basic Education

The research presented in this article analyzed a teacher's reflective narrative on teaching non-Euclidean Geometries in Basic Education. Her experience is tied to her practice in schools, teacher education, and engagement with Mathematics Education. Qualitative analysis of the narrative showed that the inclusion of this content can broaden understanding of geometry, promote interdisciplinary connections, and contribute to citizenship education. However, challenges are highlighted, such as the scarcity of this content in textbooks, school curriculum, and Mathematics teacher’s education, as well as tensions between Euclidean and non-Euclidean concepts. It is concluded that working with this content in Basic Education can stimulate critical thinking, creativity, and the view of Mathematics as a human construct.