To evaluate the evolution of statistical education research aimed at the inclusion of technological resources in the initial and continuing education of teachers in Brazil, a systematic literature review (SLR) was conducted on 25 works published in the Scientific Proceedings of the National Meeting of Mathematics Education and on 7 papers from the International Seminar on Research in Mathematics Education. This research was exploratory using both a qualitative and quantitative approach in which a descending hierarchical classification (DHC) was carried out. We consider that the inclusion of technological resources in the classroom still faces challenges stemming from the elaboration and execution of public policies that should guarantee a minimum of infrastructure for teaching institutions and teacher training.