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The aim of the present paper is contribute to the identification and understanding of behaviors, attitudes and values which constitute the specificity of being a Mathematics teacher. It also aims at how the professional identity is revealed, composed and molded by components of cultural, political, economical and technological nature. A group of Mathematics teachers of public schools in Sao Paulo is analyzed in terms of how the teachers perceive themselves in the nowadays society and in their communities of working, how they interact with the official curricular orientations, how they analyze the results of evaluations and how they place themselves concerning public politics such as inclusion, quote system and continued progression. It has as theoretical reference the papers of Sacristan (1995), Esteve (1995), Ferreira (1995) and Apple (2000). By studying this theme, we have tried to understand the teachers’ distress described by Esteve, specifically in this case, the distress of Mathematics teachers and its implications as the great discouragement in being a teacher and the social discredit which has, as a consequence, the low demand, by the new generations, for formation courses to become Mathematics teacher.

O fenômeno do mal-estar docente: o caso do “professor de matemática”