The intention of this article is to insert readers in the complex contemporary discussion related to school practices of mathematical culture mobilization. For such, in the first part, we try to briefly characterize some theoretical perspectives that have been standing out for the way these practices are explained and understood in our country. The second part of the article considers more recent perspectives related to these practices. Even though these perspectives have not been standing out in a significant way in schools, they raise new and relevant elements for the consideration of the problem focused here.
School cultural practices; School mathematics education