This research is linked to the research group Production of Knowledge in the cultural-historical paradigm. It is the result of a case study with a qualitative approach, with a sample of four teachers with degrees in mathematics, two belonging to the teaching staff of the Universidade do Sul de Santa Catarina - Tubarão - SC and two from the Universidade do Extremo Sul Catarinense - Criciuma - SC. The main objective was to analyze the function of these professionals in the education of future teachers of mathematics, using day-to-day situations in the classrooms. Through analysis of content, the research showed that the respondents indicate that they initially shared the same views as their undergraduate teachers, or by joining the formal tendencies with technical interface. However, according to their discourse, there is evidence that the theoretical and methodological options taken by the teachers are getting closer to empirical-activist, constructivist, historical and cultural tendencies. The research suggests that changes in the way they look at the process of teaching and learning, and methodological options were due to the teachers’ desire to seek theoretical and practical training opportunities for professional development after graduation.