<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932017000300441</article-id>
<article-id pub-id-type="doi">10.24220/P1519-3993-2017220300008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica como indicador de qualidade: ele reflete o trabalho desenvolvido?]]></article-title>
<article-title xml:lang="en"><![CDATA[Basic Education Development Index as a quality indicator: Does it reflect the developed work?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boas]]></surname>
<given-names><![CDATA[Ivanilda Vilela Vilas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Luana Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Vale do Sapucaí Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Pouso Alegre MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>441</fpage>
<lpage>455</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932017000300441&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932017000300441&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932017000300441&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Oficialmente anunciado como medida da qualidade da educa&#231;&#227;o brasileira, o &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica tem sido comumente tomado, perante os educadores e a opini&#227;o p&#250;blica em geral, como reflexo da qualidade produzida nas escolas. Derivado de pesquisa de mestrado cujo objetivo foi conhecer a percep&#231;&#227;o dos professores sobre o que o &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica revela e/ou omite em rela&#231;&#227;o &#224; realidade de cada institui&#231;&#227;o e da qualidade produzida, o presente artigo objetiva discutir os limites e potencialidades de tal &#237;ndice, como reflexo do trabalho desenvolvido nas escolas. A pesquisa foi desenvolvida com professores de tr&#234;s escolas do Ensino Fundamental da rede municipal de Pouso Alegre (MG), tendo como crit&#233;rio de escolha o posicionamento dessas institui&#231;&#245;es em rela&#231;&#227;o ao &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica - abaixo, na m&#233;dia e acima da m&#233;dia da rede. Como instrumento de coleta de dados foi utilizado o grupo focal. Os dados revelam que, na percep&#231;&#227;o dos professores, o &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica n&#227;o reflete de forma condizente o trabalho produzido nas escolas, sendo incapaz de abranger a amplitude e complexidade do trabalho escolar. Na vis&#227;o dos docentes participantes da pesquisa, as avalia&#231;&#245;es externas em larga escala, de forma geral, deixam de fora o processo educativo e as diferentes vari&#225;veis que interferem na aprendizagem e no trabalho desenvolvido pelos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Officially announced as a measure of quality in Brazilian education, the Basic Education Development Index, has been commonly taken as a reflection of school quality, both in schools and for the general public. Limited to the Master&#8217;s research which aims to better understand the perceptions of teachers about what Basic Education Development Index shows and / or omits in relation to the reality of each institution and its quality, this article discusses the limits and potentials of such index to reflect the work in schools. The research was developed with teachers working in 3 elementary schools in Pouso Alegre (MG), selected due to their position relative to Basic Education Development Index average network (below average and above average network). The data collection instrument was the focus group. Data shows that in the perception of teachers, Basic Education Development Index does not consistently reflect the work produced in schools, being unable to cover the breadth and complexity of school work. Large-scale external evaluations would generally leave out the educational process and the different variables that interfere with learning and with the work done by teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação externa]]></kwd>
<kwd lng="pt"><![CDATA[Escola pública]]></kwd>
<kwd lng="pt"><![CDATA[Índice de Desenvolvimento da Educação Básica]]></kwd>
<kwd lng="en"><![CDATA[External evaluation]]></kwd>
<kwd lng="en"><![CDATA[Public school]]></kwd>
<kwd lng="en"><![CDATA[Basic Education Developmenty Index]]></kwd>
</kwd-group>
</article-meta>
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