Abstract
Grounded on Foucauldian studies, we have attempted to understand how mathematics practices have produced effects on first-to-fourth-grade mathematics teachers. We have argued that such effects go beyond the borders of the pedagogical and the contents of this knowledge area, becoming part of a “general policy” of truth that comprehends the conceptions of scientific knowledge, mathematics and teaching of a particular time. The materials here considered were produced in a High School course in the 1990’s. We have realized that the practices of mathematics education in that period could be assessed from three emphases: a) education to teach mathematics through the “concrete”, the “logical knowledge” and the “abstract”, showing mathematics teaching practices from a constructivist, science-oriented perspective, b) “globalized teaching”, and c) “emphasis on reality”. This has enabled us to problematize the mathematical education of first-to-fourth grade teachers produced in those practices.
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