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Research on the theme of teaching knowledge has shown that the complexity of events in the classroom requires more than just the mobilization of knowledge, the teacher must daily build and reconstruct his knowledge base. Thus, continuing education is configured in a unique process of reframing the professional practice of a teacher. The goal of this paper, therefore, is to characterize the intersection between teaching knowledge and continuing education in Brazilian journals, using the method of systematic literature review. As a result, it was found that the area of mathematics is the one that makes the most use of this intersection, with secondary education being the main focus. The studies also pointed out that the interface research between continuing education and teaching knowledge is polysemic and polyphonic, and it is not possible to identify theoretical and methodological trends.

INTERSECÇÃO ENTRE A FORMAÇÃO CONTINUADA DE PROFESSORES E AS VÁRIAS TIPOLOGIAS DE SABERES DOCENTES NAS PESQUISAS BRASILEIRAS