Dos Santos, Edvan Ferreira [UNESP]Gonçalves, Harryson Júnio Lessa [UNESP]2021-06-252021-06-252020-12-01Bolema - Mathematics Education Bulletin, v. 64, n. 68, p. 1144-1173, 2020.1980-44150103-636Xhttp://hdl.handle.net/11449/206406In order to approximate and build a framework of Brazilian scientific production in Mathematics Education regarding the interface between Art and Mathematics, this article presents the results of a systematic literature review, which analyzed essays and theses on this subject written from 1998 to 2017. In the curriculum scope, speeches related to the problem of knowledge integration and broad cultural formation, often use the idea of developing critical and creative thinking or criticality and creativity, in which it is shown in the form of objectives, premises, or justifications, as we can see in interdisciplinary practices, including those of the interface between Art and Mathematics. Therefore, we are concerned with the following problem: In regard to the theoretical bases assumed in its didactic proposals for mathematics teaching, on what are founded the researches carried out at the graduate level in Brazil at the interface between art and mathematics in the educational context? We use critical-based curriculum issues as an analysis perspective, those ones from Critical Theory and Critical Mathematical Education. We found that all the works that make up this review criticize mathematics teaching, in the sense of overcoming the traditional perspective.1144-1173porArt and MathematicsCritical TheoryInterdisciplinaryMathematics CurriculumMathematics EducationArtigo10.1590/1980-4415v34n68a15S0103-636X2020000301144Acesso aberto2-s2.0-85106767080S0103-636X2020000301144.pdf