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This paper points out the changes that have occurred over the years in research related to the pedagogical use of digital technologies published in ENEM (National Meeting of Mathematical Education) from its Annals. 421 papers published in the 12 editions of the event that took place between 1987 and 2016 were analyzed, divided into scientific communications, experience reports and posters. After reading, an isolated analysis was carried out, presenting the focus of the research published in each edition. In the sequence, it was possible to compare the editions, in order to observe the most marked changes that occurred in publications throughout the history of the event. The main change observed refers to the focus of research, which in the first editions focused on showing how the digital technologies was used, in a pedagogical way, or presenting systems to math, and in the latest editions, more focused on discussing how digital technologies they are being inserted in the classroom and how teachers are being prepared for such use from initial to continuing education.

Indicaciones histórico-epistemológicas del uso de tecnologías digitales en la Educación Matemática brasileña