This article describes and analyzes obstacles and resistance reported by teachers and future teachers who are university graduates in developing modeling-related tasks in their teaching practices. These teachers were the subject of research reported in theses and dissertations about modeling produced in Brazil. Fourteen out of 65 theses and dissertations about modeling analyzed by Silveira (2007), produced between 1976 and 2005, were analyzed. The results showed that the teachers of the courses presented some resistance to using modeling in the classroom practice, and that this resistance was evident in the relations of the teacher with the work, the school, the curriculum, the students, and the students´ families.
Mathematical Education; Mathematical Modelling; Teacher Training; Obstacles and resistance
