摘要：The paper discusses disciplinary processes and resistance movements of knowledges produced at an agricultural technical school focusing on mathematics education developed in its curriculum. The theoretical framework of the paper is based on Michel Foucault’s thought and Ludwig Wittgenstein’s ideas presented in his book Philosophical Investigations (2004). The analysis of the data – constituted by a diversified set of school documents, interviews with teachers and students of that school and by direct observations of classroom activities – showed: a) the existence of two mathematics practiced in that school: the mathematics of the subject of Mathematics and the mathematics of the technical subjects, both linked to the school form of life and engendering language games constituted by rules which shaped specific grammars; b) a strong family resemblance between the language games associated with the mathematics of the technical subjects and those associated with the peasant form of life in southern Brazil, as well as between the language games of the subject of mathematics and those which shape academic mathematics.
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