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ResumoO artigo apresenta um estudo que tem como objetivo analisar como o formador lida com tensoes entre os textos movidos por professores da educacao basica e o discurso pedagogico do Programa de Mestrado Profissional em Rede Nacional em Matematica (PROFMAT). Para tanto, mobilizamos algumas ferramentas conceituais propostas por Basil Bernstein. Os dados foram coletados durante as aulas de uma turma do PROFMAT e o gravador foi o instrumento de registro usado para esse fim. Apoiamo-nos tambem nos documentos disponibilizados no site do Programa. Para analisar os dados, usamos como postura metodologica a linguagem de descricao em investigacao sociologica de Basil Bernstein. Os resultados apontam que as tensoes ocorreram em torno de conceitos e procedimentos e que o formador lida com essas tensoes de maneiras diferentes: deslegitimando, negando, relativizando ou evitando o texto movido pelos professores da matematica escolar. Por decorrencia, a presente investigacao aponta a necessidade de reorganizacao pedagogica do PROFMAT para dar conta das demandas da matematica escolar. Isto nao significa que o Programa deve se restringir aos textos que ja circulam nessa ultima, mas toma-los como ponto de partida para problematizacao e ampliacao, sem perder a vinculacao com saber-fazer na educacao basica.Palavras-chave: Formacao Continuada. Mestrado Profissional. Tensoes.AbstractThe article presents a study that aimed to analyze how the trainer deals with tensions between the texts moved by teachers of basic education and the pedagogical discourse of the Professional Master’s Program in National Network in Mathematics (PROFMAT). For that, we mobilized some conceptual tools proposed by Basil. Data were collected during the classes of PROFMAT course and the recorder was the recording instrument used for this purpose. We also rely on the documents available on the program’s website. To analyze the data, we used Basil Bernstein’s description language in sociological investigation as methodological posture. The results show that the tensions occurred around concepts and procedures and that the trainer deals with these tensions in different ways: delegitimizing, denying, relativizing or avoiding the text moved by school mathematics teachers. As a result, the present investigation points to the need for a pedagogical reorganization of PROFMAT to meet the demands of school mathematics. This does not mean that the Program should be restricted to texts that are already circulating in the latter, but taking them as a starting point for problematization and expansion, without losing the link with know-how in basic education.Keywords: Continuing Teacher Training. Professional Master Degree Program. Tensions.

O Formador e as Tensões entre os Textos Movidos da Matemática Escolar e o Discurso Pedagógico do PROFMAT