This paper presents a brief discussion about some studies regarding the relation of the subject with mathematical knowledge - academic or not - and examine how that relationship between the subject with such knowledge occurs inside the school environment. The goal is to discuss from different theoretical references on learning and situated learning the relation of the subject with mathematical knowledge in different learning situations, taking into account the ways in which individuals learn and know the school, as well as the importance, for the school process, of knowledge that comes from experiences outside the school.
Mathematics Education; Social Practice; Relationship with the Mathematical Knowledge; Situated Learning