El límite de funciones en la escuela: un análisis de su institucionalización

this paper describes a study about functional limit concept production, acquisition and diffusion. it explains how the concept became valid knowledge, socially and culturally accepted in the mathematical community as well as in the school mathematics, by analyzing the social practices that generate it. the concept's social, historical, and cultural development in the mathematical community was explored. the way it is treated in the school mathematics was also explored, focusing on specific aspects such as text books and educational practices' conceptions of teachers. the research was centered specially on the uruguayan system, explaining the relationship between both explorations. this analysis allowed elaborating a hypothesis about the existence of an institutionalization process of the limit concept that goes through different stages and would explain the rol of limit in school mathematic's discourse.