This dissertation develops itself from the qualitative research and has as objective to analyze how the instructors comprehend the formation of mathematics teachers. The research is connected to the Program of Post-Graduation in Science Education and Mathematics (PPGECM) from the Institute of Mathematics Education and Scientific (IEMCI) of the Federal University of Pará (UFPA). The study involves eleven trainers from the Degree Course in Mathematics from the University Campus of Low Tocantins of the Federal University of Pará. The instruments used in the research are the questionnaires and the semi structured interviews, besides other documents like: The Pedagogical Design of the Course and the Lattes curriculum of the instructors. As theoretical framework, this work is mainly grounded on the studies made by Pimenta e Anastasiou (2005), Morosini (2001), Masetto (1998), Vasconcelos (2009), Gonçalves (2006), Cunha (2001), Chamlian (2009). The results of the research indicate that the formation process of the university teachers, in the specific case of the instructors of mathematics teachers, needs formative actions in order to enable to these professionals more comprehensive knowledge about teaching and its dimensions. This way allowingthe instructors of mathematics teachers to become able to reflect, comprehend and transform their formative practices in the teaching profession and the formation of future mathematics teachers.
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