The purpose of this article is to analyze how collaborative learning can contribute to the creation of inclusive and contextualized environments in the teaching of geometry. Collaborative learning is emerging as a promising approach to promote logical-mathematical reasoning, critical thinking, and equity among diverse student populations. Historical and structural factors significantly impact the physical well-being and mathematical development of many Brazilian students, particularly in the context of plane geometry, which requires mathematical literacy, spatial reasoning, and problem-solving skills that are often hindered by inequitable educational conditions. This study presents an experiential narrative detailing the planning and implementation of a collaborative geometry activity with first-year high school students in Paraíba Valley Metropolitan Area, São Paulo, Brazil. Findings highlight how collaborative approaches promote students’ mathematical cognitive development and address intersectional factors and inequalities in the Brazilian educational landscape. Collaborative activities stimulated student engagement, promoted meaningful interactions, and facilitated inclusivity, allowing each student to construct his or her own knowledge. In addition, this study highlights the importance of ongoing professional development for educators to enhance collaborative practices and create equitable learning environments in mathematics education. These activities were instrumental in promoting active student participation, productive interactions, and inclusive education, thereby enhancing learning opportunities for all students.