This article presents a study that investigated the reception of the epistemology of Ludwik Fleck for the inquiry in Science Education. Theses and dissertations produced in the period from 1995 to 2010, in national programs of post graduation, were analyzed. The data point that the first studies appeared in the decade of 1990 and that they were concentrated in institutions of the Southern Brazil, particularly in UFSC, especially in the area of the Science Education. The largest volume of studies are concentrated around the themes “emergence of a scientific fact”, “teachers’ formation” and “analysis of the academic production”. It stands out that there was a significant contribution of the epistemological categories “style of thought”, “collective of thought” and “circulation of intra and inter-collective ideas” in the process of knowledge production.