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We present a mapping of publications about scientific dissemination, from 2008 to 2018, aiming to identify the intentionalities, thematics and aspects of pedagogical practices that drive the circulation of ideas in classrooms. The qualitative research was a Documentary Analysis that carried out in four phases, covering nine journals of national relevance; 59 articles were identified and classified into six different categories. Among these, 17 constitute the research corpus and were submitted to Content Analysis. The results show that they are related to: classroom experiences; interpretations and meanings that students attribute to Scientific Dissemination Texts (TDC); production and evaluation of teaching materials and the use of TDC in supervised internship activities. It was also possible to identify the classroom as a favorable space for the circulation of ideas and that scientific dissemination can influence displacements of meanings, corroborating for the possible formation of thought collectives that share views of science as a collective construction. Finally, we argue that scientific dissemination needs to be present in the school space since elementary education, the level at which the least number of interventions occurred, given its potential as an interface for scientific literacy.Keywords: Scientific dissemination. Classroom practices. Ludwik Fleck. Science Education.

A circulação de ideias realizada por meio das atividades de divulgação científica em sala de aula: um estudo das publicações em periódicos brasileiros