<?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>S0103-68312021000100213</article-id>
<article-id pub-id-type="doi">10.18222/eae.v32.7159</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IMPACTO DO TRABALHO INFANTOJUVENIL NO DESEMPENHO ESCOLAR PARA O BRASIL URBANO]]></article-title>
<article-title xml:lang="es"><![CDATA[IMPACTO DEL TRABAJO DE NIÑOS Y JÓVENES EN EL DESEMPEÑO ESCOLAR PARA EL BRASIL URBANO]]></article-title>
<article-title xml:lang="en"><![CDATA[IMPACT OF CHILD-YOUTH LABOR ON SCHOOL PERFORMANCE FOR URBAN BRAZIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MATTEI]]></surname>
<given-names><![CDATA[TAÍSE FÁTIMA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CUNHA]]></surname>
<given-names><![CDATA[MARINA SILVA DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Palmas PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>32</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312021000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312021000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312021000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo avalia o impacto do trabalho infantojuvenil no desempenho escolar, utilizando como base de dados o Saeb de 2017 para alunos do 5º e 9º anos do ensino fundamental e do 3º ano do ensino médio, com estratificações por regiões geográficas e gênero, e como estratégia de estimação o Propensity Score Matching. Constatou-se que o trabalho infantojuvenil afetou mais negativamente as notas de Português do que as de Matemática; seu impacto negativo sobre o desempenho escolar foi maior em alunos do 5º ano, indicando ser mais prejudicial nos primeiros anos; e seu efeito negativo foi similar entre as regiões, sendo menor o desempenho escolar no Norte e Nordeste. As evidências sugerem, assim, que o trabalho infantojuvenil ainda é uma realidade no Brasil e pode prejudicar os investimentos em capital humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo pretende evaluar el impacto del trabajo de niños y jóvenes en el desempeño escolar, utilizando como base de datos el Saeb de 2017 para alumnos del 5º al 9º años de la educación básica y del 3º año de la educación media, con estratificaciones por regiones geográficas y género, y como estrategia de estimación el Propensity Score Matching. Los resultados revelan que el trabajo afectó de forma más negativa las notas de Portugués que las de Matemáticas; el impacto negativo del trabajo sobre el desempeño escolar de los alumnos de 5º año fue mayor, indicando que el trabajo es más perjudicial los primeros años, y que su efecto negativo fue similar entre las regiones, siendo menor el desempeño escolar en las regiones norte y noreste. De este modo, las evidencias sugieren que el trabajo de niños y jóvenes todavía es una realidad en Brasil y puede perjudicar las inversiones en capital humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article assesses the impact of child and youth labor on school performance, using data from the 2017 SAEB for students in the 5th and 9th years of elementary school and the 3rd year of high school. The data were stratified by geographic regions and by gender, and used Propensity Score Matching as an estimation strategy. Reports indicate that child and youth labor affected grades in Portuguese more negatively than in mathematics. The negative impact was greater on the school performance of 5th year students, indicating that working is more harmful in the early years. In addition, the negative effect of child and youth labor was similar across all regions, although school performance is lower in the North and Northeast. Thus, the evidence suggests that child and youth labor is still a reality in Brazil and that it can undermine investments in human capital.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[TRABALHO INFANTIL]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[PROPENSITY SCORE MATCHING]]></kwd>
<kwd lng="pt"><![CDATA[IMPACTO SOCIAL]]></kwd>
<kwd lng="es"><![CDATA[TRABAJO INFANTIL]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN]]></kwd>
<kwd lng="es"><![CDATA[PROPENSITY SCORE MATCHING]]></kwd>
<kwd lng="es"><![CDATA[IMPACTO SOCIAL]]></kwd>
<kwd lng="en"><![CDATA[CHILD LABOR]]></kwd>
<kwd lng="en"><![CDATA[EVALUATION]]></kwd>
<kwd lng="en"><![CDATA[PROPENSITY SCORE MATCHING]]></kwd>
<kwd lng="en"><![CDATA[SOCIAL IMPACT]]></kwd>
</kwd-group>
</article-meta>
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