<?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>S0100-15742018000300708</article-id>
<article-id pub-id-type="doi">10.1590/198053145455</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indicadores multidimensionais para avaliação da infraestrutura escolar: o ensino fundamental]]></article-title>
<article-title xml:lang="es"><![CDATA[Indicadores multidimensionales para evaluación de la infraestructura escolar: la educación básica]]></article-title>
<article-title xml:lang="fr"><![CDATA[Indicateurs multidimensionnels pour l&#8217;évaluation de l&#8217;infrastructure scolaire à l&#8217;éducation de base]]></article-title>
<article-title xml:lang="en"><![CDATA[Multidimensional indicators to evaluate school infrastructure: elementary schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Maria Teresa Gonzaga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Xavier]]></surname>
<given-names><![CDATA[Flavia Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>48</volume>
<numero>169</numero>
<fpage>708</fpage>
<lpage>746</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742018000300708&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742018000300708&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742018000300708&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Apresentamos um conjunto de indicadores para avaliar a infraestrutura das escolas p&#250;blicas de ensino fundamental brasileiras. Partimos do pressuposto de que a infraestrutura &#233; um construto complexo, o que justifica a sua avalia&#231;&#227;o por m&#250;ltiplas dimens&#245;es. Utilizamos os dados do Censo Escolar da Educa&#231;&#227;o B&#225;sica e do Sistema de Avalia&#231;&#227;o da Educa&#231;&#227;o B&#225;sica (Saeb), de 2013 e 2015. Os resultados apontam para melhora da infraestrutura no per&#237;odo, mas os padr&#245;es de desigualdade conhecidos da literatura se repetem. As escolas rurais, pequenas, municipais, do Norte e Nordeste t&#234;m m&#233;dias mais baixas em todos os indicadores. Tamb&#233;m verificamos associa&#231;&#227;o de mesmo sentido dos indicadores de infraestrutura com o n&#237;vel socioecon&#244;mico e o &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica (Ideb).]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#201;SUM&#201; Cet article pr&#233;sente une s&#233;rie d&#8217;indicateurs pour &#233;valuer l&#8217;infrastructure des &#233;tablissements scolaires publics br&#233;siliens. Nous partons de l&#8217;hypoth&#232;se que l&#8217;infrastructure est une construction complexe, ce qui justifie une &#233;valuation multidimensionnelle. Nous avons utilis&#233; les donn&#233;es du Censo Escolar da Educa&#231;&#227;o B&#225;sica Rencensement de l&#8217;&#201;ducation de Base et du Sistema de Avalia&#231;&#227;o da Educa&#231;&#227;o B&#225;sica (Saeb Syst&#232;me d&#8217; &#201;valuation de l&#8217;&#201;ducation de Base), de 2013 et de 2015. Les r&#233;sultats ont montr&#233; que l&#8217;infrastructure s&#8217;est am&#233;lior&#233;e au cours de cette p&#233;riode, bien que les degr&#233;s d&#180;in&#233;galit&#233; recens&#233;s par la litt&#233;rature persistent Les petites &#233;coles des communes rurales des r&#233;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Presentamos un conjunto de indicadores para evaluar la infraestructura de las escuelas p&#250;blicas brasile&#241;as de educaci&#243;n b&#225;sica. Partimos del supuesto de que la infraestructura es un constructo complejo, lo que justifica su evaluaci&#243;n por m&#250;ltiples dimensiones. Utilizamos los datos del Censo Escolar da Educa&#231;&#227;o B&#225;sica [Censo de la Educaci&#243;n B&#225;sica] y del Sistema de Avalia&#231;&#227;o da Educa&#231;&#227;o B&#225;sica (Saeb [Sistema de Evaluaci&#243;n de la Educaci&#243;n B&#225;sica]), de 2013 y 2015. Los resultados muestran que la infraestructura mejor&#243; en el periodo, pero los est&#225;ndares de desigualdades mencionados en la literatura se repiten. Las escuelas rurales, peque&#241;as, municipales, del Norte y Noreste presentan promedios m&#225;s bajos para todos los indicadores. Tambi&#233;n verificamos asociaciones positivas entre los indicadores de infraestructura con el nivel socioecon&#243;mico y el &#205;ndice de Desenvolvimento da Educa&#231;&#227;o B&#225;sica (Ideb [&#205;ndice de Desarrollo de la Educaci&#243;n B&#225;sica]).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ABSTRACT This article provides a set of indicators to evaluate the infrastructure of public elementary schools which provide primary and lower secondary education in Brazil. It assumes that infrastructure is a complex construct, which justifies its evaluation on multiple dimensions. It uses data of The School Census on basic education and the National Assessment System for Basic Education, from 2013 to 2015. The results show that the infrastructure improved during this period, but the patterns of inequality known in the literature remained. Rural, small, municipal schools in the North and Northeast regions have lower means for all indicators. There are positive associations between indicators of infrastructure and socioeconomic level and the Index of Development of Basic Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infraestrutura Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Indicadores Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades Escolares]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="fr"><![CDATA[Infrastructure Scolaire]]></kwd>
<kwd lng="fr"><![CDATA[Indicateurs De L&#8217;éducation]]></kwd>
<kwd lng="fr"><![CDATA[Inégalités Scolaires]]></kwd>
<kwd lng="fr"><![CDATA[Education De Base.]]></kwd>
<kwd lng="es"><![CDATA[Infraestructura Escolar]]></kwd>
<kwd lng="es"><![CDATA[Indicadores Educacionales]]></kwd>
<kwd lng="es"><![CDATA[Desigualdades Escolares]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="en"><![CDATA[School Infrastructure]]></kwd>
<kwd lng="en"><![CDATA[Educational Indicators]]></kwd>
<kwd lng="en"><![CDATA[School Inequality]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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