<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312022000100101</article-id>
<article-id pub-id-type="doi">10.26512/lc28202241241</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre lógica instrumental e determinista: perspectivas teóricas nas pesquisas sobre o PROUCA]]></article-title>
<article-title xml:lang="es"><![CDATA[Entre la lógica instrumental y la determinista: perspectivas teóricas en la investigación sobre PROUCA]]></article-title>
<article-title xml:lang="en"><![CDATA[Between instrumental and deterministic logic: theoretical perspectives in research on PROUCA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves Filho]]></surname>
<given-names><![CDATA[Marcos Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Echalar]]></surname>
<given-names><![CDATA[Adda Daniela Lima Figueiredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312022000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312022000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312022000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetivamos compreender quais são as perspectivas teóricas que fundamentam as produções acadêmicas que versam sobre o uso do laptop distribuído pelo Programa Um Computador por Aluno (PROUCA). A partir de uma pesquisa bibliográfica, do tipo estado do conhecimento, em dissertações e teses publicadas no Banco de Teses da Capes e da Biblioteca Brasileira Digital de Teses e Dissertações (BDTD), entre os anos de 2005 e 2019, constituímos nosso corpus de investigação. Foram encontradas 31 dissertações e 11 teses. Os dados desta pesquisa demonstram que a base pedagógica predominante é o construcionismo e que há, em sua maioria, a dicotomia na relação entre ensino e aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Buscamos comprender cuáles son las perspectivas teóricas que subyacen a las producciones académicas que abordan el uso de la computadora portátil distribuida por el Programa Una Computadora por Alumno (PROUCA). Con base en una investigación bibliográfica, tipo de estado de conocimiento, en disertaciones y tesis publicadas en el Banco de Tesis Capes y en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD), entre 2005 y 2019, constituimos nuestro corpus de investigación. Se encontraron 31 disertaciones y 11 tesis. Los datos de esta investigación demuestran que la base pedagógica predominante es el construccionismo y que existe, en su mayor parte, una dicotomía en la relación entre enseñanza y aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We aim to understand which are the theoretical perspectives that underlie the academic productions that deal with the use of the laptop distributed by the One Laptop per Child (OLPC). Based on a state-of-the-knowledge bibliographic research in dissertations and theses published in Capes Theses Bank and in the Brazilian Digital Library of Theses and Dissertations (BDTD), between 2005 and 2019, we constituted our research corpus. Thirty-one dissertations and 11 theses were found. The data from this research demonstrate that the predominant pedagogical basis is constructionism and that there is, for the most part, a dichotomy in the relationship between teaching and learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão digital]]></kwd>
<kwd lng="pt"><![CDATA[Escola pública]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Inclusión digital]]></kwd>
<kwd lng="es"><![CDATA[Escuela pública]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Digital inclusion]]></kwd>
<kwd lng="en"><![CDATA[Public school]]></kwd>
</kwd-group>
</article-meta>
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