This study investigates the relationships between research methods and teaching knowledge through a Systematic Mapping (SM) in Theses and Dissertations in Graduate Programs in Education in Brazil. The MS identified the five Brazilian regions, using the Sucupira Platform, with a time frame from 2002 to 2023 and with the inclusion criteria defined a priori. Data analysis was carried out through Content Analysis and data organization was aided by the Atlas ti software. Among all regions, the majority did not present research designs, however, there were two that stood out, Case Study and Life History. The most used instruments were interviews, observation and questionnaires and, to understand the results, Content Analysis. The contexts of the subjects were mostly teachers of early years in the public school system, with Experiential Knowledge being the most evident teaching knowledge. It is observed that there is a relationship between research methods regarding the identification of teaching knowledge and that Experiential Knowledge is plural knowledge, as it covers other types of knowledge in most research. There is a lack of methodological detail in the texts, which were often defined by the research instruments. This work ends by showing the variety of methods used by the Programs in Brazil, enriching their cultural values, but lacking a perspective of methodological organization in qualitative research.