Abstract
This article aims to analyze the development of the doctoral theses under the Ontosemiotic Approach of Cognition and Mathematics Instruction (OSA) in Brazil. For him, through a priori categories, a meta-analysis of sixteen doctoral theses was carried out, using the tools of the EOS as a theoretical - analytical reference. As a result, it is observed that the period 2016 and 2017 were years with the greatest number of deposited theses; the majority of thesis took place in the state of São Paulo and focused on courses and teacher training. It is also observed that the most discussed topic was the formation of the teacher and the tools most used were the Criteria of Didactic Suitability followed by the Configuration of Objects and Processes. Finally, there is an articulation of the EOS with other theoretical approaches.