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This text presents the results of a research project conducted as part of a Scientific Initiation program, funded by the Rio de Janeiro State Research Foundation. The study explored the use of the dynamic GeoGebra tool in conjunction with the study of the history of mathematics. The methodology followed a bibliographic approach, primarily based on Euclid's work, The Elements (2009), with support from contemporary historiography of mathematics, specifically the writings of Roque (2012). In this qualitative investigation, it was observed that combining the study of the history of mathematics with technology provided students with an environment that enhanced their creativity, logical reasoning, and critical thinking. These resources emerged as potentially stimulating tools, making it easier for students to understand geometric proofs, which are often perceived as "dry" in mathematics education.