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The objective of this research is to identify representations and social imaginaries associated with the mathematics teacher, based on the perceptions of professionals from the School Integration Team (PIE), as a result of collaborative work in a school in Concepción-Chile. This objective is understood by realizing that the notions of imaginaries and representations are being approached from different planes of social significance, as it will be revealed later in this proposal. Epistemologically, a comprehensive-interpretative paradigm and a phenomenological design were used, through the study of multiple cases, with a qualitative methodological approach. Participants correspond to five professionals of the PIE team. A semi-structured qualitative interview was applied, categories and subcategories of analysis emerged. According to the data gathered, it was possible to observe that teaching practices in mathematics do not usually fully meet the needs linked to diversity in the classroom. Some factors that influenced the above could be conceptualized and signified through the theoretical proposal of distinction and complementarity between the representations and imaginaries built in this work; therefore, it was possible to conclude that we are facing a configuration of the world oriented to the normalization and lack of inclusive culture in the educational community analyzed.

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