<?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>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312023000100122</article-id>
<article-id pub-id-type="doi">10.18222/eae.v34.9346</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EFEITOS DO PROGRAMA ENSINO INTEGRAL SOBRE O DESEMPENHO DOS ALUNOS NO SAEB]]></article-title>
<article-title xml:lang="es"><![CDATA[EFECTOS DEL PROGRAMA ENSINO INTEGRAL SOBRE EL DESEMPEÑO DE LOS ESTUDIANTES EN EL SAEB]]></article-title>
<article-title xml:lang="en"><![CDATA[EFFECTS OF THE PROGRAMA ENSINO INTEGRAL ON STUDENT PERFORMANCE ON THE SAEB TEST]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GALVÃO]]></surname>
<given-names><![CDATA[FERNANDO VIZOTTO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312023000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312023000100122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312023000100122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo avalia o impacto do Programa Ensino Integral (PEI), implementado pela rede estadual de ensino de São Paulo desde 2012, sobre o desempenho dos estudantes dos anos finais do ensino fundamental nos testes de português e matemática do Sistema de Avaliação da Educação Básica (Saeb). Por meio da aplicação combinada das técnicas de Pareamento por Escore de Propensão e Diferenças em Diferenças, foram obtidas estimativas de impactos positivos do PEI, sendo os impactos de três anos de participação no programa superiores aos impactos de um ano de participação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo evalúa el impacto del Programa Ensino Integral (PEI) implementado por la red provincial de enseñanza de São Paulo desde 2012, sobre el desempeño de los estudiantes de los últimos años de educación básica en las pruebas de portugués y matemáticas del Sistema de Avaliação da Educação Básica (Saeb). Por intermedio de la aplicación combinada de las técnicas de Emparejamiento por Score de Propensión y Diferencias en Diferencias, se obtuvieron estimaciones de impactos positivos de PEI, y los impactos de tres años de participación en el programa se han considerado superiores a los impactos de un año de participación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article evaluates the impact of the Programa Ensino Integral [Comprehensive Education Program] (PEI), implemented by the São Paulo state school system since 2012, on the performance of students in the final years of elementary school in the Portuguese and Mathematics tests of the Sistema de Avaliação da Educação Básica [Basic Education Assessment System] (Saeb). Through the combined application of the Propensity Score Matching and the Differences in Differences techniques, estimates of the positive impacts of the PEI were obtained. The impacts of three years of participation in the program were higher than the impacts of one year of participation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PROGRAMA ENSINO INTEGRAL]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO DE IMPACTO]]></kwd>
<kwd lng="pt"><![CDATA[DESEMPENHO ESCOLAR]]></kwd>
<kwd lng="es"><![CDATA[PROGRAMA ENSINO INTEGRAL]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN DE IMPACTO]]></kwd>
<kwd lng="es"><![CDATA[DESEMPEÑO ESCOLAR]]></kwd>
<kwd lng="en"><![CDATA[PROGRAMA ENSINO INTEGRAL]]></kwd>
<kwd lng="en"><![CDATA[IMPACT EVALUATION]]></kwd>
<kwd lng="en"><![CDATA[SCHOOL PERFORMANCE]]></kwd>
</kwd-group>
</article-meta>
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