Far beyond simply incorporating historical information into education with the naive expectation of improvement, the integration of the history of mathematics (HM) and the teaching of mathematics is anything but trivial. Given that history and education are two distinct areas, our research group—CHEMat (Coletivo de História no Ensino de Matemática/Collective of History in Mathematics Teaching)—has been studying the integration between HM and mathematics teaching. Since, in Brazil, textbooks are an important reference for both teachers and students, in this paper we aim to understanding which HM reaches teachers and students of basic education through textbooks. To this end, we examined the 24 books distributed in Brazilian public schools between 2018 and 2021. Our data reveal that the HM presented to students tends to focus more on mathematicians themselves rather than the mathematics they produced; furthermore, it is predominantly Eurocentric and male-centric. Nevertheless, even in this scenario, it has been noticeable that Brazilian textbook authors have demonstrated some willingness to diversify and enhance the incorporation of HM in their works. However, we argue that Brazilian textbook authors are far from presenting a plural and diversified HM, given that their historical references are still based on outdated HM books that fall short of recent contemporary debates in the field over the past decades.