SUMMARY
After almost thirty years of tradition with several studies and researches developed in France and strongly impacted in Brazil, the branch of the didactics of mathematics (DM) study offers a sui generis perspective of analysis and treatment of various problems and phenomena arising from teaching and learning in mathematics. On the other hand, naturally, due to its strong aspect of experimental epistemology, certain theoretical elements and structures were rediscussed and certain limits were identified. In this scenario, the present work approaches a perspective of application of the professional didactics (DP), also of the French territory, in the decade of 1990, given the role of the teacher. Thus, (PD) provides theoretical treatment for the discussion and understanding of the learning phenomenon of the mathematics teacher, in his own workplace, aiming at the model of regulation and progressive improvement of his professional abilities.