<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742013000300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Existem escolas justas e eficazes? Esboço de resposta baseado no Pisa 2009]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Crahay]]></surname>
<given-names><![CDATA[Marcel]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baye]]></surname>
<given-names><![CDATA[Ariane]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidades de Genebra e de Liège  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Bélgica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>43</volume>
<numero>150</numero>
<fpage>858</fpage>
<lpage>883</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742013000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742013000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742013000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Pesquisas internacionais recentes comprovam a forte relação entre a origem social dos alunos e o sucesso escolar, já observada em estudos realizados desde a década de 1950. Se a universalidade desse fenômeno é indiscutível, os resultados das pesquisas indicam igualmente que a influência da condição socioeconômica no desempenho dos alunos varia conforme o país, e que certos sistemas educacionais conseguem melhor que outros limitar o peso do determinismo social. A proposta deste artigo é avançar na exploração dessa problemática com base nos resultados do Pisa 2009 para a América Latina, tomando como referência o desempenho em leitura e matemática e os índices de repetência. Os resultados confirmam que uma redução das desigualdades sociais de sucesso e um aumento da eficácia não são incompatíveis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Recent international surveys show a strong relationship between students’ social origin and school achievement, as has been observed in studies conducted since the 1950s. If the universality of this phenomenon is indisputable, the results of the studies also indicate that the influence of socioeconomic status on student performance varies by country, and that some educational systems are better than others at restraining the weight of social determinism. The purpose of this article is to advance the exploration of this problem based on the results of the Pisa 2009 survey for Latin America taking into account their performance in reading and mathematics and the repetition rates. The results confirm that a successful reduction of social inequalities and an increase in efficiency are not incompatible.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Recientes investigaciones internacionales comprueban la fuerte relación entre el origen social de los alumnos y el éxito escolar, ya observada en estudios realizados desde la década de 1950. Aunque la universalidad de dicho fenómeno es indiscutible, los resultados de las investigaciones indican asimismo que la influencia de la condición socioeconómica en el desempeño de los alumnos varía según el país, y que determinados sistemas educacionales logran mejor que otros limitar el peso del determinismo social. La propuesta de este artículo es avanzar en la exploración de tal problemática en base a los resultados del programa Pisa 2009 para América Latina, tomando como referencia el desempeño en lectura y matemáticas y los índices de repitencia. Los resultados confirman que una exitosa reducción de las desigualdades sociales y un aumento de la eficacia no son incompatibles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desigualdades Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Rendimento Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Pisa]]></kwd>
<kwd lng="pt"><![CDATA[Educação Comparada]]></kwd>
<kwd lng="en"><![CDATA[Social Disadvantage]]></kwd>
<kwd lng="en"><![CDATA[Achievement]]></kwd>
<kwd lng="en"><![CDATA[Pisa]]></kwd>
<kwd lng="en"><![CDATA[Comparative Education]]></kwd>
<kwd lng="es"><![CDATA[Desigualdad Social]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento Escolar]]></kwd>
<kwd lng="es"><![CDATA[Pisa]]></kwd>
<kwd lng="es"><![CDATA[Educación Comparada]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Existem  escolas justas e eficazes? Esbo&ccedil;o de resposta baseado no Pisa 2009.</h2> <h3>Are there fair and effective schools? An outline of  response based on the Pisa 2009 survey.</h3> <h3>Hay escuelas justas y eficaces? Un esbozo de respuesta  en base al programa Pisa 2009.</h3>     <p>&nbsp;</p> <h4>Marcel  Crahay, Ariane Baye, Tradu&ccedil;&atilde;o Fernanda Murad Machado    <br> </h4> </font>      ]]></body><back>
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</article>
