Abstract
This article aims to describe discursive regularities of theses and dissertations by researchers from the Group “Research, Education, Language, Cultural Practices” - Phala and their effects for / on Mathematics Education. Due to the nature of the proposed study, three axes of description emerged: (1) starting cultural archive and the literatures-traces triggered with respect to Mathematics; (2) therapeutic analog movements operated in research, and (3) aesthetics and writing style. We identified that the archives, taking deconstructionist therapy as a research lens, expand the debates about the understanding of Mathematics as a fixed, linear, compartmentalized, abstract and hierarchical set of knowledge, shaped to meet cognitive, structuralist and neoliberal school learning projects; as well as they broaden the debates about the ways of practicing research in a hermeneutic-analytical way, addressing problems that involve modern schooling, teacher training, indigenous and non-indigenous education, assessment of learning and historiographic and non-historiographical aspects of undertaking research in Mathematics Education.
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