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Research on the theme of teaching knowledge has shown that the complexity of events in the classroom requires more than just the mobilization of knowledge-teachers must build and reconstruct their knowledge on a daily basis. Thus, continuing education is a unique process of reframing the teacher's professional practice. The goal of this paper is to characterize the intersection between teaching knowledge and continuing education in Brazilian journals, using the method of systematic literature review. As a result, it was found that the area of mathematics is the one that makes the most use of this intersection, focusing mainly on secondary education. The studies also pointed out that the interface research between continuing education and teaching knowledge is polysemic and polyphonic, and it is not possible to identify theoretical and methodological trends. [ABSTRACT FROM AUTHOR]