Tizzo, Vinícius Sanches [UNESP]Flugge, Flávia Cristina Gomes [UNESP]Da Silva, Heloisa [UNESP]2018-12-112018-12-112015-12-01Bolema - Mathematics Education Bulletin, v. 29, n. 53, p. 887-908, 2015.1980-44150103-636Xhttp://hdl.handle.net/11449/168279This article deals with results and discussions of two related researches to a larger project entitled Oral History, Narratives and Teacher Training: Research and intervention. The first study aimed to elaborate an understanding of the contributions, limitations, and potential of Oral History as a didactic-pedagogic approach for the Brazilian Educational Policy discipline, from an intervention with this discipline on the undergraduate course in Mathematics of Unesp/Rio Claro. The second research has sought an understanding of how the narrative and Oral History approach can contribute in courses involving mathematics and its teaching in pedagogy courses, even in the work place, with student and teachers in situations that allow contact and discussions about the daily life of schools and mathematics teaching practices and, with this objective in mind, the chosen discipline was: Content, Methodology, and Practice Teaching of Mathematics, related to the course of Pedagogy of Unesp/Rio Claro. Broadly, such surveys indicate the approach to oral history, through the mobilization of its procedures, as an useful practice to support training processes destined to future teachers (of Mathematics), in that they allowed an application path of personal and professional background of undergraduate in history, bringing contributions to the development of critical understanding regarding the work of these future teachers.887-908porBrazilian Educational PolicyMathematics MajorNarrativesPedagogyResenha10.1590/1980-4415v29n53a06S0103-636X2015000300887Acesso aberto2-s2.0-84953402436S0103-636X2015000300887.pdf