The central focus of this paper is to establish that the Brazilian Education Programa to prepare professionals in Technical-Agricultural Schools is suffering a kind of marginalization which comes from two distinct perspectives: the intention to prepare professionals (being a branch of Technical Education) and the relationship to the countryside (a community space historically seen as peripheral in its relation to urban culture). The paper discusses - from a historical and sociological point of view and using Oral History as methodological approach - the experiences of Math's teachers in their daily struggles against some conceptions of other teachers (mainly those of technical areas) and against all the ''regular'' schooling system.
Technical-Agricultural schooling system; History of Brazilian mathematics education; Teachers formation; Math's teaching and learning