Ethics, assumed as a form of relationship with ourselves and with others, has not been the
focus of attention of Mathematics Educators, this is shown in the few researches on this
theme. The vast majority of research in this field of study presents mathematical knowledge
as something that the student appropriates individually, and knowledge is conceived as a
commodity that teachers sell to students. Furthermore, reflections on the teaching and
learning of mathematics have, in general, been directed, in most cases, to the search for
mechanisms that facilitate the learning of this subject. The first reflections on the end of the
19th century and beginning of the 20th century, where our field of study emerges, are situated
around the curriculum that the school needs to respond to the increasingly urgent needs of
societies embarking on the path of industrialization. Therefore, educational trends are
characterized by showing interest in the development of learning processes of mathematical
concepts and do not take into account the formation of ethical values. School knowledge, and
the structures of educational institutions, are utilitarian and individualistic. On the other hand,
we have reductionist truths that present school mathematics through curricula aimed at
developing techniques, impersonal learning, teaching based on books and sometimes on false
assumptions. An ethical dimension in the teaching of mathematics is essential to effect a
better relationship between student and teacher and to clarify some choices that the teacher
makes when teaching mathematics, such as, for example, studying contexts related to the
price of the kilowatt in the periphery of the main cities. The thesis that is argued is that ethics
in teaching mathematics teachers in training allows an opening for self-care, care for
educational practices (student, teacher, educational space). The teaching of mathematics
becomes sensitive to the other, to the world. The teaching of mathematics becomes sensitive
to the other, to the world. The objective of this research is to present ethics in the teaching of
the teacher-in-training who will teach mathematics through the practice of 'writing oneself',
with regard to 'caring for oneself' and caring for the other. The study theoretically dialogues
with Michel Foucault (2005, 2006, 2007, 2010), without necessarily remaining in it, but
opening up to thought. Thus, the thesis will dialogue with authors in the field of mathematics
and education, in general. In a practical way, philosophical exercises of self-writing were
carried out in the classroom, made with continuing education teachers belonging to the course
of the Integrated Degree in Sciences, Mathematics and Languages of the Federal University
of Pará, year 2018-2019, in particular, writing exercises with concern related to teaching
mathematics. These exercises took place in the form of oral and written narratives,
highlighting the last one for this thesis. As a result, it was possible to clarify that in
mathematics education it is feasible to open spaces for listening, narratives, self-writing,
which allow one to look at oneself, its practices and behaviors, allowing an educational
practice that runs through an aesthetics of existence, to the extent that the dogmatic truths of
the formative field can be put into reflection and, therefore, in stages of knowledge so that
teachers in training can proceed with an ethical practice in addition to mechanical practices.
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