In this article, our objective is to reflect on the research centered on the Curricula practiced in Mathematics Education expressed in theses and dissertations produced in the period from 1987 to 2012, in order to understand the configuration of this theme in the field of Brazilian Mathematical Education and what has been produced on curricula in action and curricula. Methodologically, it is assumed as an investigation within the qualitative approach of an interpretive and state-of-the-art type with the use of Discursive Textual Analysis for the construction of the metatexts that emerge from the readings of the analyzed works. The results show that even Mathematics and curriculum issues are used in different fields and by researchers with different formations, we investigate the importance of Mathematics as an area that favors the formation of the subject as a social being and educational development. By allowing the student to expose their thoughts and repertoires, respecting the repertoire of each individual, it allows to apprehend new knowledge, valuing diversity, since it is precisely the latter that enriches its field.

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