Abstract
The research has as main objective the analysis of the operations made by future teachers, after the degree course for Mathematics teaching. It presents a qualitative approach, using the interpretive study as a methodological strategy. The study was developed in a Pedagogy Course class of a Private Higher Education Institution, in a city in the countryside of the state of Parana, Brazil. The theoretical reference brings contributions from studies made about those contents elaboration, as well as the contributions of Feyerabend's ideas on the methodological pluralism usage. The results pointed out the domination of a rationalist profile, since it was possible to observe minimal changes in the epistemological posture of the surveyed students, after concluding the educational stage.
Keywords:
Mathematics Teaching; Methodological; Pluralism; Numbers and Operations; Pedagogy Course
