Emerging Obstacles of Teaching Practice with Mathematical Research

Abstract From the qualitative-phenomenological-hermeneutic perspective, we researched in this article, the factors that limited the Mathematical Research task, as reported in the productions of teachers who worked under this perspective in the Educational Development Program of Paraná (EDP). The research movement is that of perception as a conscious experience, exemplified by Sokolowski's cube metaphor. We articulated the data in four categories to be able to affirm that the obstacles stem from the actions of the subjects involved in the work (teachers and students), from the dynamics and epistemological characteristics of Mathematical Research itself, from the school's structure and organization, and from the insertion of the Information and Communication Technologies (ICT), which find more explanations in the conceptions and beliefs of teachers, students, school management, pedagogical team, family, and state, coming from the prevailing culture.