This research aimed to understand, through the voice of teachers who teach mathematics, in the
final years of elementary school in the city of Palmas – TO, how power relations are signified
in the teaching work. To develop this study, concepts related to work were addressed, as well
as propositions about teaching work, mathematics teaching and power relations. The
methodological construction was guided by the qualitative approach and the data were obtained
through bibliographic studies and semi-structured interviews, recorded in audio, having the
field study as a strategy, as it allows direct contact with the research object. The places selected
for carrying out this work were public schools in the municipal education system in the city of
Palmas – TO that serve the final years of elementary school. Data analysis reveals the teaching
work marked by regulations and impositions that configure a scenario of instability and
contradictions. With regard to power relations, these are signified as processes that interfere
and influence the work of the teacher, however, not being perceived in the performance itself.
When approaching the teaching of mathematics, initiatives that seek to minimize socially
produced negative prejudices attributed to mathematical knowledge are observed.
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