There is a growing interest in using Augmented Reality technologies in education due to common perceived advantages like its accessibility and the increase in academical performance and motivation it promotes. Yet, most research done does not offer a deeper analysis of how AR technologies are used to reach different educational goals or the scenarios for which the technology is better or worse suited for. We conducted a systematic literature review to find educational projects applying AR technologies during the 2017-2021 period and analysed them through a pedagogical lens using Bloom's Revised Taxonomy (BRT). 67 research articles were surveyed to identify the pedagogical design used and the reported results. We found that AR technologies are predominantly used in and better suited for training or practice scenarios, as well as helping in understanding complex, abstract or hard-to-find information. Most problems reported are associated to usability issues or a poor pedagogical design.