Abstract
This article presents reflections about the role of mathematics education, in brasilian political-social and academic situation, that appears when one researches the profissionalization process of mathematics teacher, looking for the limits and the possibilities for pre-service education. It presents partial results of a research based on concepts and methodologies from French thinker Michel Foucault. It was developed from analysis of a large discourse, the brasilian educational discourse, represented , in its dispersion, by a various corpus, including documents, reports, cases and stories. It is also discussed how mathematics education in Brasil has contributed to a change in relationship between knowledge and power. In this context it is possible to observe several effects of this, namely how new mathematics teachers have new practice and new ways of being and doing.
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