<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792025000100107</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v21i52.14274</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS DIFERENÇAS ENTRE AS PESQUISAS DO TIPO ESTADO DA ARTE E ESTADO DO CONHECIMENTO EM EDUCAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE DIFFERENCES BETWEEN STATE OF THE ART AND STATE OF KNOWLEDGE RESEARCH IN EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS DIFERENCIAS ENTRE LAS INVESTIGACIONES TIPO ESTADO DEL ARTE Y ESTADO DEL CONOCIMIENTO EN EDUCACIÓN]]></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[Amaral]]></surname>
<given-names><![CDATA[Elisiane Krumenauer]]></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 - UNOESC  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina - UNOESC  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina - UNOESC -  ]]></institution>
<addr-line><![CDATA[Joaçaba Santa Catarina]]></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>21</volume>
<numero>52</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792025000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792025000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792025000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo, de caráter bibliográfico, sobre as pesquisas do tipo Estado da Arte e Estado do Conhecimento, apresenta como problema de pesquisa o seguinte questionamento: quais são as diferenças existentes entre os estudos de revisão Estado da Arte e Estado do Conhecimento? Para responder a essa pergunta, esta investigação tem o objetivo de descrever e caracterizar as principais diferenças existentes entre esses dois tipos de estudos de revisão, que, muitas vezes, acabam sendo utilizados como sinônimos. A partir da pesquisa bibliográfica realizada, foi possível constatar que as pesquisas do tipo Estado da Arte e Estado do Conhecimento buscam mapear, identificar e refletir a produção do conhecimento acerca de um determinado tema e adquirem diferentes contornos de acordo com sua intencionalidade e abrangência. Sobressaem as seguintes diferenças encontradas: o Estado da Arte é um conceito abrangente que busca a visão ampla da totalidade, contemplando a produção existente oriunda das diferentes áreas do conhecimento. Em contrapartida, o Estado do Conhecimento é mais específico e pode focar em uma única área do conhecimento, contemplando uma produção mais restrita, caracterizando-se pelo processo analítico interpretativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This bibliographic article, concerning State of the Art and State of Knowledge research, presents the research problem as follows: What are the differences between State of the Art and State of Knowledge review studies? To address this issue, the investigation aims to describe and characterize the main differences between these two types of review studies, which are often used interchangeably. Through the conducted literature research, it was possible to ascertain that State of the Art and State of Knowledge research are focused on mapping, identifying, and reflecting on the knowledge production regarding a specific theme, assuming distinct contours based on their intention and scope. The following differences emerged: State of the Art is comprehensive, seeking a broad view of the entirety, encompassing existing productions from different areas of knowledge, whereas State of Knowledge is more specific, often based on a particular knowledge domain, reflecting a narrower production and characterized by an analytical and interpretative process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo de carácter bibliográfico, sobre las investigaciones del tipo Estado del Arte y Estado del Conocimiento, plantea como problema de investigación la siguiente interrogante: ¿Cuáles son las diferencias existentes entre los estudios de revisión Estado del Arte y Estado del Conocimiento? Para abordar está cuestión, la investigación tiene como objetivo describir y caracterizar las principales diferencias existentes entre estos dos tipos de estudios de revisión, que a menudo se utilizan como sinónimos. A partir de la investigación bibliográfica realizada, se pudo constatar que las investigaciones del tipo Estado del Arte y Estado del Conocimiento buscan cartografiar, identificar y reflexionar sobre la producción del conocimiento en torno a un tema específico, y adquieren diferentes contornos según su intencionalidad y alcance. Se destacan las siguientes diferencias encontradas: el Estado del Arte es abarcador y busca una visión amplia de la totalidad, contemplando la producción existente proveniente de diferentes áreas del conocimiento, mientras que el Estado del Conocimiento es más específico y puede basarse en un área del conocimiento, abarcando una producción más restringida y caracterizándos e por un proceso analítico interpretativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[estado da arte]]></kwd>
<kwd lng="pt"><![CDATA[estado do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[state of knowledge]]></kwd>
<kwd lng="en"><![CDATA[state of the art]]></kwd>
<kwd lng="en"><![CDATA[research]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[estado del arte]]></kwd>
<kwd lng="es"><![CDATA[estado del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[investigación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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