摘要：Researches on Mathematical Modeling in Mathematics Education have expanded the educational setting and presented relevant contributions to mathematics teaching in the different stages of education. Hence, in order to approach these surveys, we developed this work seeking for the answer to the question: Which education levels are Brazilian researches about Mathematical Modeling in Mathematics Education focused on and what does it reveal? To answer this question we directed our research to the abstracts of the post-graduation works that are available in CAPES Theses Database, Brazil. At this initial moment, we understood that Mathematical Modeling in Mathematics Education presents itself as a trend that contributes to the development of meaningful learning and improves the quality of teaching in mathematics. However, most researches indicate its presence and contributions for the Final Years of Elementary School and High School, and the productions or reflections on the possibility of its use in the first years of elementary school are still incipient. Keywords : Early Years; Mathematics Education; Mathematical Modeling.
