Impactos da tecnologia educacional no desempenho escolar em escolas rurais: evidências com recorte de gênero

Abstract

This study evaluates the impacts of an educational technology intervention on the academic performance and digital skill development of elementary school students in a rural school in the Federal District of Brazil, with a focus on gender differences. The intervention consisted of the implementation of a self-sustaining computer lab equipped with satellite internet and solar energy, along with pedagogical training and technical support for teachers. The research followed a randomized controlled trial (RCT) design, monitoring approximately 310 students over two years, with four rounds of data collection using standardized math and Portuguese language tests. The impact evaluation was conducted using the Difference-in-Differences (DiD) method. The gender disaggregated analysis indicates that girls achieved greater improvements in math, associated with higher engagement in digital activities and a stronger appreciation for school. Boys, on the other hand, showed better performance in Portuguese, driven by more active participation in classroom activities. The findings highlight that gender specific patterns of behavior and engagement influence the effects of technology on learning. These results underscore the need for public policies on digital inclusion that are sensitive to the specific needs of each group, particularly in rural and socially vulnerable contexts.