<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812024000100220</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.105.5980</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tecnologias digitais e o ensino de triângulos: uma revisão sistemática da literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital technologies and the teaching of triangles: a systematic literature review]]></article-title>
<article-title xml:lang="es"><![CDATA[Tecnologías digitales y la enseñanza de triángulos: una revisión sistemática de la literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gumiero]]></surname>
<given-names><![CDATA[Bárbara Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pazuch]]></surname>
<given-names><![CDATA[Vinícius]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC (UFABC)  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC (UFABC).  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do ABC (UFABC)  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Luterana do Brasil (Ulbra)  ]]></institution>
<addr-line><![CDATA[Canoas Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>105</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812024000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812024000100220&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812024000100220&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O ensino de geometria tem passado por mudanças ao longo do tempo, principalmente com a inserção das tecnologias digitais na educação. O objetivo deste estudo é identificar e descrever como o ensino de triângulos envolvendo as tecnologias digitais e os objetos de conhecimento da Base Nacional Comum Curricular (BNCC) apresenta-se em pesquisas científicas. Para isso, recorre-se a uma revisão sistemática de literatura composta por dez artigos científicos selecionados nas bases de dados SciELO, ERIC, Scopus, Web of Science e Latindex. Com suporte em análises verticais e horizontais, os resultados indicam uma diversidade de abordagens teóricas e metodológicas nas pesquisas sobre o ensino de triângulos com tecnologias digitais, além da ênfase dada às habilidades técnicas nos softwares de geometria dinâmica, como em construções elementares, ao invés da valorização das potencialidades e das especificidades oportunizadas pelos recursos digitais. Esta pesquisa contribui para o desenvolvimento profissional docente, apresentando práticas já realizadas, ao indicar integrações com os objetos de conhecimento da BNCC e ao conscientizar os professores sobre as limitações e os desafios no ensino de geometria com tecnologias digitais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The teaching of geometry has been undergoing a transformation over time, particularly with the integration of digital technologies in education. The present study seeks to identify and describe how the teaching of triangles involving digital technologies and the knowledge objects of the Common National Curriculum Base (BNCC) is portrayed in scientific research. In light of this, a systematic literature review is presented, encompassing 10 scientific studies selected from the SciELO, ERIC, Scopus, Web of Science, and Latindex databases. Relying on vertical and horizontal analyses, the results indicate a range of theoretical and methodological research approaches on the teaching of triangles with digital technologies, in addition to the emphasis on technical skills in dynamic geometry software, as in elementary constructions, rather than the appreciation of the potential and specific opportunities offered by digital resources. This research contributes to professional teacher development by presenting already implemented practices, thus, indicating the integration with the knowledge objects of the Common National Curricular Base, as well as fostering awareness among teachers regarding the limitations and challenges of teaching geometry with digital technologies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La enseñanza de la geometría ha sufrido cambios a lo largo del tiempo, principalmente con la inserción de tecnologías digitales en la educación. El objetivo de este estudio es identificar y describir cómo la enseñanza de triángulos que involucran tecnologías digitales y objetos de conocimiento de la Base Nacional Curricular Común (BNCC) se presenta en investigaciones científicas. Para ello, se utilizó una revisión sistemática de la literatura, compuesta por diez artículos científicos seleccionados de las bases de datos SciELO, ERIC, Scopus, Web of Science y Latindex. Apoyados en análisis verticales y horizontales, los resultados indican una diversidad de enfoques teóricos y metodológicos en las investigaciones sobre la enseñanza de triángulos con tecnologías digitales, además del énfasis dado a las habilidades técnicas en softwares de geometría dinámica, como construcciones elementales, en lugar de la valorización de las potencialidades y especificidades brindadas por los recursos digitales. Esta investigación contribuye al desarrollo profesional docente, presentando prácticas ya realizadas, indicando integraciones con objetos de conocimiento de la BNCC y concientizando a los profesores sobre las limitaciones y desafíos en la enseñanza de la geometría con tecnologías digitales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[geometria]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[triângulos]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[processo de ensino-aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[geometry]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[triangles]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="en"><![CDATA[teaching and learning processes]]></kwd>
<kwd lng="es"><![CDATA[geometría]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[triángulos]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[proceso de enseñanza-aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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