<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362010000300011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saga do computador mal-amado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Claudio de Moura]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2010</year>
</pub-date>
<volume>18</volume>
<numero>68</numero>
<fpage>611</fpage>
<lpage>632</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362010000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362010000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362010000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O que a tecnologia tem a oferecer para a educação é cada vez mais abundante, criativo e confiável. Seja nas tecnologias de imagem, nos computadores e nas suas combinações, a oferta é quase ilimitada. Não obstante, as escolas acadêmicas não conseguem usar com sucesso tais recursos. Há ampla evidência de que iniciativas bem focalizadas mostram resultados muito positivos. Contudo, tais sucessos não se generalizam e a maioria dos estudos mostra resultados pífios para os sistemas educativos como um todo. A sociologia da escola acadêmica e a tecnologia se enfrentam em batalhas em que saem perdendo os alunos. Não obstante, os computadores nas casas dos alunos tendem a melhorar o seu rendimento. Ainda mais admirável, a miríade de soluções educativas não-formais fazem excelente uso de todas as tecnologias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[What technology has to offer to education is ever more abundant, creative and reliable. Be it in the image technology, in the computers and in their combinations, the possibilities are almost endless. Nevertheless, academic schools fail to materialize the benefits one could expect from such resources. While there is ample evidence that well-focused initiatives show positive results on learning, this learning potential does not generalize for educational systems as a whole. School sociology is at odds with the modes of utilization that would make a difference. As a result, students lose. In contrast, computers in students' homes improve learning. Even more admirable, non-formal schooling modes have been using technology with ample success.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Lo que la tecnología tiene para ofrecerle a la educación es cada vez más amplio, creativo y confiable. La oferta es casi ilimitada, ya sea en tecnología de imagen, en variedad de ordenadores (computadoras) o en sus diversas combinatorias. Sin embargo, los centros académicos no logran utilizarlos en forma exitosa. Hay amplia evidencia de que cuando las iniciativas están bien focalizadas resultan beneficiosas para los estudiantes. El problema es que tales resultados no se generalizan en los sistemas educativos. La consecuencia es que no mejora el rendimiento de los estudiantes. Es como si la sociología de la escuela estuviera en guerra con la tecnología. Por supuesto, los que pierden son los estudiantes. Pero, cuando los ordenadores están en los hogares de los estudiantes, su aprendizaje puede mejorar. Y más loable aún es que la educación no formal impulsa la tecnología educativa con gran éxito.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Computador]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="en"><![CDATA[Computer]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="es"><![CDATA[Ordenadores]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Saga do computador mal-amado.</h2> <h3>Saga of the unloved  computer.</h3> <h3>Saga del ordenador mal-amado.</h3>     <p>&nbsp;</p> <h4>Claudio de Moura Castro</h4> </font>      ]]></body><back>
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