In Brazil, mathematics education was associated with Jean Piaget's theory. Scholars in the field of education appropriated Piaget's work in different ways, but usually emphasized logical aspects of thought, which probably lead to an expansion of mathematics education influenced by psychology. This study attempts to extend the range of interlocutions and pose a dialogue between the field of mathematics education in Brazil and the sociology of science proposed by David Bloor. The main point of Bloor's theory is that logical-mathematical knowledge is far from being true and universal and is socially conditioned. In particular we will be discussing the first principle of the strong program, which deals with conditions that generate beliefs promoted by education policies in Brazil, such as the MEC/USAID treaties. In this case the "naturalization of logic" was stimulated by a widespread diffusion of both Piaget studies and the Modern Mathematics Movement.