<?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>S0103-68312026000100203</article-id>
<article-id pub-id-type="doi">10.18222/eae.v37.11072</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO DE IMPACTO DO PROGRAMA UM COMPUTADOR POR ALUNO NO DESEMPENHO ESCOLAR]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN DEL IMPACTO DEL PROGRAMA UN COMPUTADOR POR ALUMNO EN EL RENDIMIENTO ESCOLAR]]></article-title>
<article-title xml:lang="en"><![CDATA[IMPACT ASSESSMENT OF THE ONE COMPUTER PER STUDENT PROGRAM ON SCHOOL PERFORMANCE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERREIRA]]></surname>
<given-names><![CDATA[JAYANE FREIRES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[EDWARD MARTINS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KHAN]]></surname>
<given-names><![CDATA[AHMAD SAEED]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[IRFFI]]></surname>
<given-names><![CDATA[GUILHERME]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[ALEX FELIPE RODRIGUES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[FELIPE RESENDE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará (UFC)  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Ceará (UFC)  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Ceará (UFC)  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Ceará (UFC)  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Mauro Borges (IMB)  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal de Mato Grosso (UFMT)  ]]></institution>
<addr-line><![CDATA[Cuiabá MT]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2026</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312026000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312026000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312026000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo visa a quantificar o impacto do Programa Um Computador por Aluno (Prouca) no desempenho educacional de estudantes do 9o ano do ensino fundamental das escolas públicas do Brasil. Utilizaram-se os microdados do Saeb e do Censo Escolar, aplicando o método de regressão descontínua fuzzy e considerando a quantidade de alunos e professores predita pela função de Maimonides. Os resultados revelaram que o Prouca não teve impacto significativo no desempenho dos estudantes nos exames de língua portuguesa e matemática. Essas evidências corroboram a literatura existente que avalia a implementação das tecnologias da informação e comunicação (TICs) nas escolas, especialmente em países em desenvolvimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tiene como objetivo cuantificar el impacto del Programa Un Computador por Alumno (Prouca) en el desempeño educativo de estudiantes del 9o año de la educación básica en las escuelas públicas de Brasil. Se utilizaron los microdatos del Saeb y del Censo Escolar, aplicando el método de regresión discontinua fuzzy y considerando la cantidad de alumnos y profesores predicha por la función de Maimónides. Los resultados revelan que el Prouca no tuvo un impacto significativo en el desempeño de los estudiantes en los exámenes de lengua portuguesa y matemáticas. Estas evidencias corroboran la literatura existente que evalúa la implementación de las tecnologías de la información y la comunicación (TIC) en las escuelas, especialmente en países en desarrollo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to quantify the impact of the Programa Um Computador por Aluno [One Computer per Student Program] (Prouca) on the educational performance of 9th-grade students in Brazilian public elementary schools. Microdata from Saeb and the School Census were used, applying the fuzzy regression discontinuity method and considering the number of students and teachers predicted by the Maimonides rule. The results reveal that Prouca had no significant impact on students&#8217; performance in Portuguese language and mathematics examinations. These findings are consistent with the existing literature that evaluates the implementation of information and communication technologies (ICTs) in schools, particularly in developing countries.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[DESEMPENHO ESCOLAR]]></kwd>
<kwd lng="pt"><![CDATA[PROUCA]]></kwd>
<kwd lng="pt"><![CDATA[TECNOLOGIA]]></kwd>
<kwd lng="pt"><![CDATA[REGRESSÃO DESCONTÍNUA FUZZY]]></kwd>
<kwd lng="es"><![CDATA[RENDIMIENTO ESCOLAR]]></kwd>
<kwd lng="es"><![CDATA[PROUCA]]></kwd>
<kwd lng="es"><![CDATA[TECNOLOGÍA]]></kwd>
<kwd lng="es"><![CDATA[REGRESIÓN DISCONTINUA FUZZY]]></kwd>
<kwd lng="en"><![CDATA[ACADEMIC PERFORMANCE]]></kwd>
<kwd lng="en"><![CDATA[PROUCA]]></kwd>
<kwd lng="en"><![CDATA[TECHNOLOGY]]></kwd>
<kwd lng="en"><![CDATA[FUZZY REGRESSION DISCONTINUITY]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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