In the present article, we undertook a systematic study of bibliographic review based on the discussions, in the academic scope, about the contribution of the Anthropological Theory of Didactic – ATD (Chevallard, 1992) linked to Mathematics teaching and learning processes. The purpose was to investigate the current appropriation of ATD in Stricto sensu researches in Brazil. It is worth mentioning that the present study refers to a part of a PhD thesis. Thus, we aim to present an overview of thesis and dissertations answering the following question: What are the main programs, institutions and researchers in Brazil that have been working on ATD? In addition, we developed a study on the investigation axes of the researches, classified as: I) Teaching: focusing on the teacher, II) Learning: the object being the student\u27s learning and III) Analysis of documents: books, lesson plans, course projects. For this purpose, we selected as a corpus 69 dissertations and 37 thesis defended in the period from 2005 to 2017
