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The main intention of this paper is to discuss the so-called qualitative research approaches in Mathematics Education, claiming for a protocol based on the notion of experience that necessarily contemplates an ethical and a political discussion in such way that research practices in our domain can include new subjects, new scenarios and new knowledge. The research on the formation of teachers that teach/taught Mathematics in Brazil occurs, in the text, as a justification for the claim that the plurality of sources and the variety/variation of protocols are essential faces of the methodological proposal sketched here.

Metodologia de Pesquisa em Educação Matemática: éticas e políticas na inserção de novos sujeitos, cenários e conhecimentos