<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812025000100212</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.106.6441</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Efeito-escola e escolaridade parental: relações com o perfil neuropsicológico e o desempenho aritmético de alunos do 4º e do 6º ano do ensino fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[School effect and parental education: relations between neuropsychological profile and arithmetic achievement of 4th and 6th grade students]]></article-title>
<article-title xml:lang="es"><![CDATA[El efecto de la escuela y la escolaridad de los padres: las relaciones con el perfil neuropsicológico y el rendimiento aritmético de estudiantes de 4º y 6º año de Primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[Évelin Fulginiti de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Görgen]]></surname>
<given-names><![CDATA[Camila Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corso]]></surname>
<given-names><![CDATA[Luciana Vellinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carneiro]]></surname>
<given-names><![CDATA[Reginaldo Fernando]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>106</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812025000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812025000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812025000100212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo busca caracterizar três escolas no que diz respeito aos recursos físicos e humanos, e verificar as relações do efeito-escola e do grau de instrução escolar dos pais com o desempenho aritmético e com o perfil neuropsicológico dos alunos. Para isso, contou com 166 sujeitos de 9 a 12 anos de idade, estudantes do 4º e do 6º ano do ensino fundamental. Foram utilizadas avaliações de quociente intelectual, funções neuropsicológicas, desempenho aritmético e questionário socioeconômico. As análises foram realizadas por meio da estatística Anova e de correlações de Spearman. As três escolas apresentaram resultados muito diferentes, principalmente em relação ao desempenho aritmético. Essa diferença não aconteceu de modo significativo na maioria das tarefas neuropsicológicas, o que leva a concluir a relevância do efeito-escola no desempenho. A escolaridade da mãe e do pai não demonstrou um impacto estatisticamente significativo no desempenho aritmético, mas se revelou importante para o desenvolvimento da linguagem. Destaca-se a relevância do papel da escola no rendimento aritmético dos alunos, enfatizando o professor como peça-chave nos processos interventivos, bem como a importância da família para o desenvolvimento de habilidades neuropsicológicas dos educandos. Ressalta-se, também, a integração entre a instituição escolar e os pais para potencializar o desenvolvimento do estudante na sua integralidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study seeks to characterize three different schools regarding physical and human resources, as well as verifying the relations of the school effect and parental education with arithmetical and neuropsychological achievement of 4th and 6th graders. In order to do so, the investigation counted with a sample of 166 subjects ranging from 9 to 12 years old studying in the fourth and sixth grade of Elementary School. The assessments employed were intelligence quotient, neuropsychological functions, arithmetical achievement and a socioeconomic questionnaire. The results were analyzed using the ANOVA statistical technique and Spearman&#8217;s correlation. The three schools displayed quite distinct results, especially concerning arithmetic performance. Such difference was not significant for most of the neuropsychological tasks, proving the importance of the school effect. The level of education of the mother and the father did not have a statistically notable impact on arithmetic performance, though it proved to be important for language development. Special attention is given to the role of the school in the arithmetic performance of students, in which the teacher is a key figure in the intervention processes, as well as the importance of family to the development of their neuropsychological skills. This study highlights the importance of school-parent integration to enhance students&#8217; performance as a whole.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio pretende caracterizar tres escuelas en términos físicos y humanos, y verificar la relación entre el efecto de la escuela y el nivel de escolaridad de los padres con el rendimiento aritmético y el perfil neuropsicológico de los estudiantes. Para ello, se incluyeron a 166 sujetos de entre 9 a 12 años, estudiantes de 4to y 6to curso de Primaria. Se utilizaron evaluaciones del cociente intelectual, funciones neuropsicológicas, rendimiento aritmético y un cuestionario socioeconómico. Los análisis se realizaron mediante el análisis de Varianza, o las estadísticas ANOVA, y las correlaciones de Spearman. Las tres escuelas obtuvieron resultados muy diferentes, sobre todo en el rendimiento aritmético. Esta diferencia no fue significativa en la mayoría de las tareas neuropsicológicas, lo que lleva a la conclusión de que el efecto de la escuela es relevante para el rendimiento del alumno. La escolaridad de la madre y del padre no tuvo un impacto estadísticamente significativo en el rendimiento aritmético, pero sí resultó ser importante para el desarrollo del lenguaje. Se destaca la relevancia del papel de la escuela en el desempeño aritmético de los estudiantes, resaltando la participación del docente como pieza fundamental en los procesos de intervención, así como la importancia de la familia para el desarrollo de sus habilidades neuropsicológicas de los alumnos. También se enfatiza la integración entre la institución escolar y los padres de familia para que se potencialice el desarrollo integral del estudiante.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[efeito-escola]]></kwd>
<kwd lng="pt"><![CDATA[escolaridade parental]]></kwd>
<kwd lng="pt"><![CDATA[desempenho aritmético]]></kwd>
<kwd lng="pt"><![CDATA[perfil neuropsicológico]]></kwd>
<kwd lng="en"><![CDATA[school effect]]></kwd>
<kwd lng="en"><![CDATA[parental education]]></kwd>
<kwd lng="en"><![CDATA[arithmetic performance]]></kwd>
<kwd lng="en"><![CDATA[neuropsychological profile]]></kwd>
<kwd lng="es"><![CDATA[efecto de la escuela]]></kwd>
<kwd lng="es"><![CDATA[escolarización de los padres]]></kwd>
<kwd lng="es"><![CDATA[rendimiento aritmético]]></kwd>
<kwd lng="es"><![CDATA[perfil neuropsicológico]]></kwd>
</kwd-group>
</article-meta>
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