This work aims to analyze utterances found in the expressions related to the imaginary of the students of the magisterium in relation to mathematics. The research was developed using questions such as data collection instrument performed with teaching students. The questionnaire was also applied to professionals responsible for the supervision and guidance of the stages. The methodology used was documentary analysis. The analysis took place by groups of ages of students and recursions observed in the responses. The analysis of utterances involve experiences, documents, teaching practices and curriculum of Mathematics from a theoretical perspective that is inspired by the post-structuralist theory, more precisely focused on the theoretical tool: enunciations. The analysis pointed to the different Mathematics in and out of the school curriculum, such as the reference to the multiplication algorithm and the idea of multiplicative sets that are in daily activities in different areas, as well as operations involving divisibility between practical experience, developed without the scientific knowledge or systematization, being only informed on facts and experiments. These examples are shown in the answers despite the different times that are distant sometimes decades. The theory, the imaginary, the practice, for the most part, are legitimated in a way that remained in the imaginary with similar characteristics regarding the formalization, the decontextualized exercises, the importance of knowing the multiplication tables, the applicability of the contained mathematical content in the school curriculum in relation to experienced practice.
