<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932025000100502</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v30a2025e15097</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Plataformas digitais na educação básica: uma pesquisa do tipo Estado da Arte]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital platforms in basic education: A State-of-the-Art study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feldmann]]></surname>
<given-names><![CDATA[Alfeu José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Jacques de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina Área das Ciências da Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Joaçaba SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932025000100502&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932025000100502&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932025000100502&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma pesquisa de abordagem qualitativa do tipo Estado da Arte. Teve o objetivo de mapear e analisar as contribuições e limitações relacionadas ao uso das plataformas digitais na educação básica. Os dados foram coletados na Biblioteca Digital Brasileira de Teses e Dissertações e, com o auxílio do software ATLAS.ti, analisados a partir da Análise de Conteúdo de Bardin. A pesquisa evidenciou que as plataformas digitais contribuem para a personalização do ensino e o aumento do engajamento dos alunos, oferecendo novas práticas pedagógicas e ferramentas de aprendizagem. No entanto, sua efetivação enfrenta desafios consideráveis, como a dificuldade de acesso a recursos tecnológicos e a necessidade de capacitação contínua dos docentes. Embora as plataformas digitais possuam um grande potencial transformador, é essencial a implementação de políticas públicas que promovam a inclusão digital e investimentos em infraestrutura, além de programas contínuos de formação docente para uma integração eficaz dessas tecnologias no ambiente educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents qualitative research of the State-of-the-Art type. The objective was to map and analyze the contributions and limitations related to the use of digital platforms in basic education. The data were collected from the Brazilian Digital Library of Theses and Dissertations and, with the aid of the ATLAS.ti software, analyzed using Bardin&#8217;s Content Analysis. The research identified that digital platforms could personalize teaching and increase student engagement, providing new pedagogical practices and learning tools. However, they face significant challenges, such as the difficulty of accessing technological resources and the need for continuous teacher training. Although digital platforms have great transformative potential, it is essential to implement public policies that promote digital inclusion and investments in infrastructure, as well as continuous teacher training programs for effective integration of these technologies into the educational environment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Digital]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Educacionais]]></kwd>
<kwd lng="en"><![CDATA[Digital Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Educational Technologies]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
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