OS REGISTROS DE REPRESENTAÇÃO SEMIÓTICA EM PESQUISAS CEARENSES: UMA REVISÃO SISTEMÁTICA DE LITERATURA

Abstract

This study aims to analyze the use of the Theory of Registers of Semiotic Representation (TRSR) as a theoretical foundation in academic research across different levels of national education, focusing on studies conducted in the state of Ceará at the undergraduate, specialization, and graduate levels. The research is based on a Systematic Literature Review (SLR), supported by the methodology of Briner and Denyer (2012), with planned, organized, and systematized criteria. A total of 22 academic works were analyzed, including undergraduate theses, master’s dissertations, and doctoral theses. Regarding the thematic areas of the studies, it was possible to identify the various potentials and contributions of the TRSR, which were categorized as follows: student learning and/or difficulties in Basic Education, initial teacher education for mathematics teachers and pedagogues, continuing education, teachers’ pedagogical practices, proposals for didactic approaches, and textbook analysis. The diversity of approaches and perspectives analyzed highlights the relevance and potential of TRSR as both a theoretical and methodological tool to enhance mathematics education. It is expected that these studies and future research will continue to evolve, deepening the understanding of TRSR and its applications, and contributing to effective and meaningful mathematics teaching within the field of Mathematics Education.

Keywords: Semiotic Representations; Systematic Review; Ceará.