The research work focuses on documenting the processes of objectification and subjectivation from the Objectification Theory (OT) proposed by Luis Radford, these processes emerge from the interaction between teacher and students during the mathematical activity to return to the trigonometric ratios object in other object of conscience and thought. In order to take this study, we take the identification and description of semiotic media that emerge in the mathematical activity in solving tasks with the intention of updating knowledge was taken into account. In addition, the document proposes a possible characterization of trigonometric thinking from the (OT) that provides inputs for further research.