This is a qualitative research, in narrative modality, for whose development I use the next questions with the purpose to guide the investigation: 1) Which aspects of teacher formation and social development of mathematics teachers in their ways of seeing, contribute/contributed to their perceptions about school violence, 2) How have been/were their professional careers and wich the relevance of Mathematics, embraced by them as teachers, in constituition its vision of violence in the classroom. For this, I contacted math teachers who work in public state schools, at the moment they attended a continuing education course. Used for the interaction with the subjects, a technique of focus group interview, episodic type, duly filmed and transcribed. The reports of teacher-research subjects four categories of analysis emerged, namely: (A) Experiences of violence they experienced in their childhood; (B) Type of school violence allegedly committed by each of the teachers in passibles terms (or not) a perception of themselves; (C) Reactions of teachers to violence situations that they experienced in working in school; (D) Reflections that each one usually does after experiencing or have knowledge of particular situations of violence occurring in their math classes or somebody else classes. The analyses made by me in accordance with the theoretical referencial allow us to corroborate the academic background of teachers, directed only for the administration of the mathematical content does not equip them to cope with complex questions experienced in the everyday life of schools, such as school violence, that habitus of mathematics teachers contributes to a rigid posture in front the subject he teaches, and consequently in relation to his students; that there is need to work with a more open curriculum, adapted to the reality of schools and students, otherwise the learning mathematics will remain a major contribution to the symbolic violence, independent of insinuate ou not recognition of some teachers as propagators of violence. This frame confirms some of the terms by which is constituted by the sight of violence of mathematics teachers in their math classes.
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