Educa o matemática em cursos de Pedagogia: um estudo com professores brasileiros dos anos iniciais de escolariza o

The paper presents the results of a research Project, which aims to analyzing the truths about mathematics education that circulate in Teacher Education courses (of the Southernmost state of Brazil) and how cultural difference operates in the constitution of such truths. The empirical data are composed by interviews done with teachers who work in the first years of schooling and have completed their Teacher Education courses. Using Ethnomathematics theoretical tools, linked to Foucault and Later Wittgenstein s theorizations, data analysis showed that Teacher Education courses enable students to reflect on their past experiences with school mathematics; the Teacher Education courses allow the appropriation of language games associated with diverse mathematics, instituted by different forms of life; and the boys are positioned as those who perform better in school mathematics and the girls as those who are obedient and able to follow rules in mathematics classes.