The article presents the formulation of categories aimed to review and classify doctoral theses according to their theoretical approaches, relevant topics in educational action, subjects or focus of interest, characterization of methodological principles and ideas about the teaching-learning of stochastics. The methodology mixes the hermeneutic qualitative paradigm with quantitative methods based on statistical counts. Results show the systematization of 129 theses with advisors from universities in 18 countries, their main theoretical approach being Literacy, reasoning and statistical thinking. The qualitative paradigm is prioritized over the quantitative paradigm. The relevant focuses of interest are students from introductory courses in statistics and the disciplinary subject under study is descriptive statistics. Finally, the paper highlights the teaching of stochastics focused on real contexts in search of a critical education.