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This study investigates the correlations between methodological pathways and Teachers' Knowledge through a Systematic Mapping (SM) of theses and dissertations defended in Graduate Programs in Education in Brazil (2002–2025). Supported by Atlas.ti software and grounded in Content Analysis, the SM covered all five regions of the country via the Sucupira Platform. The results indicate that, although investigations focusing on early-career public school teachers predominate, there is a recurring lack of methodological rigor, with designs often reduced to data collection instruments (interviews and observations). Among the explicit methodologies, Case Study and Life History stood out. The study concludes that Experiential Knowledge emerges as a plural and integrative category for other forms of knowledge. Despite the procedural diversity that enriches national production, it is necessary to consolidate methodological organization in qualitative research, overcoming the lack of distinction between research methods and data collection techniques.