<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982025000100202</article-id>
<article-id pub-id-type="doi">10.1590/0102-469849377</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ANÁLISE DE CONTEÚDO NA PERSPECTIVA DE BARDIN: CONTRIBUIÇÕES E LIMITAÇÕES PARA A PESQUISA QUALITATIVA EM EDUCAÇÃO]]></article-title>
<article-title xml:lang="es"><![CDATA[ANÁLISIS DE CONTENIDO EN LA PERSPECTIVA DE BARDIN: CONTRIBUCIONES Y LIMITACIONES PARA LA INVESTIGACIÓN CUALITATIVA EN EDUCACIÓN]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTENT ANALYSIS IN THE PERSPECTIVE OF BARDIN: CONTRIBUTIONS AND LIMITATIONS FOR QUALITATIVE RESEARCH IN EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VALLE]]></surname>
<given-names><![CDATA[PAULO ROBERTO DALLA]]></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="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Joaçaba SC]]></addr-line>
<country>Brazil</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>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982025000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982025000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982025000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A análise de conteúdo corresponde a um conjunto de técnicas por meio das quais se pode analisar um grupo de dados. É bastante utilizada em pesquisas qualitativas, especialmente nas investigações da área da educação, por se tratar de uma forma muito eficaz de se compreenderem os conteúdos nem sempre manifestados de um discurso (seja um texto, um gesto ou a enunciação de uma frase, isto é, qualquer forma de comunicação). Assim, o objetivo deste artigo é descrever o método e as técnicas da análise de conteúdo na perspectiva de Bardin (2016) e suas contribuições e limitações para a abordagem qualitativa em educação. A investigação deste artigo apresenta a perspectiva qualitativa, do tipo bibliográfica, de natureza interpretativa, realizada em artigos e livros que tratam da temática. A análise de conteúdo, na perspectiva de Bardin, oferece várias contribuições importantes para a pesquisa qualitativa em educação, incluindo uma análise sistemática e rigorosa dos dados, uma compreensão mais profunda dos fenômenos estudados, uma abordagem flexível e adaptável, a possibilidade de identificação de lacunas na literatura e a triangulação dos dados. As principais limitações da análise de conteúdo para a pesquisa qualitativa em educação incluem o risco de reducionismo, o sobre-exceder na subjetividade diante da construção das categorias, a dificuldade em lidar com dados não textuais e as limitações na generalização dos resultados. É importante que o pesquisador esteja ciente dessas limitações ao utilizar a análise de conteúdo em suas pesquisas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El análisis de contenido corresponde a un conjunto de técnicas mediante las cuales se puede analizar un grupo de datos. Es ampliamente utilizado en la investigación cualitativa, especialmente en estudios del ámbito educativo, ya que es un método muy eficaz para comprender el contenido que no siempre se manifiesta explícitamente en un discurso (ya sea un texto, un gesto o la expresión de una frase, es decir, cualquier forma de comunicación). Por lo tanto, el objetivo de este artículo es describir el método y las técnicas del análisis de contenido desde la perspectiva de Bardin (2016), destacando sus contribuciones y limitaciones en los enfoques cualitativos aplicados a la educación. Este estudio emplea un enfoque cualitativo de tipo bibliográfico y de naturaleza interpretativa, basado en artículos y libros que abordan el tema. El análisis de contenido, desde la perspectiva de Bardin, ofrece varias contribuciones importantes a la investigación cualitativa en el ámbito educativo, tales como un análisis sistemático y riguroso de los datos, una comprensión más profunda de los fenómenos estudiados, un enfoque flexible y adaptable, la posibilidad de identificar lagunas en la literatura y la triangulación de los datos. Sin embargo, las principales limitaciones del análisis de contenido para la investigación cualitativa en educación incluyen el riesgo de reduccionismo, una subjetividad excesiva al construir categorías, la dificultad para manejar datos no textuales y las limitaciones en la generalización de los resultados. Es fundamental que el investigador sea consciente de estas limitaciones al utilizar el análisis de contenido en sus investigaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Content analysis refers to a set of techniques through which data can be analyzed. It is widely used in qualitative research, particularly in investigations in the field of education, as it is an effective method for understanding content that is not always explicit in discourse (whether it be a text, gesture, or utterance of a phrase, that is, any form of communication). This article aims to describe the methods and techniques of content analysis from Bardin's (2016) perspective, highlighting its contributions and limitations for qualitative approaches in education. This study employs a qualitative approach of a bibliographical nature, based on articles and books that address the topic. From Bardin&#8217;s perspective, content analysis offers several important contributions to qualitative research in education, including systematic and rigorous data analysis, a deeper understanding of the phenomena studied, a flexible and adaptable approach, the possibility of identifying gaps in the literature, and data triangulation. However, the main limitations of content analysis for qualitative education research include the risk of reductionism, excessive subjectivity when constructing categories, difficulty in dealing with non-textual data, and limitations in generalizing results. Researchers must be aware of these limitations when using content analysis in their research.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[análise de conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[pesquisas educacionais]]></kwd>
<kwd lng="es"><![CDATA[análisis de contenido]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[investigaciones educativas]]></kwd>
<kwd lng="en"><![CDATA[content analysis]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
</kwd-group>
</article-meta>
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