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This paper presents a systematic review of the literature regarding the Pedagogical Content Knowledge of professors in the context of the Mathematics teaching degree and Mathematics teaching. The research was carried out in the semester of 2018 with the objective of identifying the Brazilian academic production, theses and dissertations, based on the theoretical framework of Lee Shulman’s Knowledge Base for Teaching, developed in the period from 2001 to 2018. The database used for the survey was the CAPES Portal of Dissertations and Thesis Catalog and library sites of the research institutions. Of the productions found, 21 were selected and their abstracts were analyzed in relation to the object of investigation. Thus, they were grouped according to the similarity of their themes. The abstracts of the academic productions were gathered and formed a textual corpus that was analyzed with the support of the Iramuteq software. The reports of lexicographic analysis, similitude analysis, descending hierarchical classification and factor analysis generated in the software demonstrated that, in the mapped research, the Pedagogical Content Knowledge was related to studies referring to the analysis of the curriculum of undergraduate teaching courses, initial and continuing education of professors, Mathematics teaching degree and Mathematics teaching and learning issues, predominantly from the perspective of Basic Education teachers. In summary, the systematic review made it possible to identify in which contexts, of the Mathematics teaching degree and Mathematics teaching, the Pedagogical Content Knowledge has been approached as a theoretical reference in the researches, revealing the investigation gap focused on the training of professors of the Mathematics teaching degree.

Conhecimento pedagógico do conteúdo: cenário das pesquisas brasileiras nos contextos da licenciatura e da docência em matemática (2001-2018)