<?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>S0100-15742025000100505</article-id>
<article-id pub-id-type="doi">10.1590/1980531411295</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[QUALIDADE DA EDUCAÇÃO BÁSICA: PARA ALÉM DOS TESTES COGNITIVOS EM LARGA ESCALA]]></article-title>
<article-title xml:lang="es"><![CDATA[CALIDAD DE LA EDUCACIÓN BÁSICA: MÁS ALLÁ DE LOS TEST COGNITIVOS EN GRAN ESCALA]]></article-title>
<article-title xml:lang="fr"><![CDATA[QUALITÉ DE L&#8217;ÉDUCATION DE BASE: AU-DELÀ DES TESTS COGNITIFS À GRANDE ÉCHELLE]]></article-title>
<article-title xml:lang="en"><![CDATA[QUALITY OF BASIC EDUCATION: BEYOND LARGE-SCALE COGNITIVE TESTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Dalila Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira Junior]]></surname>
<given-names><![CDATA[Edmilson Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Horta Neto]]></surname>
<given-names><![CDATA[João Luiz]]></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[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</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>55</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742025000100505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742025000100505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742025000100505&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa a avaliação da qualidade da educação básica no Brasil, questionando a ênfase excessiva nos resultados dos testes cognitivos como principal indicador de excelência educacional. Propõe-se um modelo interpretativo mais abrangente, baseado nos sete eixos da Matriz de Qualidade do Sistema de Avaliação da Educação Básica (Saeb), que considera múltiplas dimensões da educação. Além disso, apresentam-se as limitações do Saeb e discutem-se os efeitos adversos das avaliações em larga escala e a necessidade de uma visão mais ampliada sobre os aspectos que devem compor a qualidade educacional. O artigo conclui que um modelo de avaliação que vá além dos testes cognitivos é fundamental para uma compreensão mais abrangente da qualidade da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la evaluación de la calidad de la educación básica en Brasil, cuestionando el énfasis excesivo en los resultados de los test cognitivos como principal indicador de excelencia educativa. Se propone un modelo interpretativo más integral, basado en los siete ejes de la Matriz de Calidad del Sistema de Avaliação da Educação Básica [Sistema de Evaluación de la Educación Básica] (Saeb), que considera múltiples dimensiones de la educación. Además, se presentan las limitaciones del Saeb y se discuten los efectos adversos de las evaluaciones a gran escala y la necesidad de una visión más amplia de los aspectos que deben componer la calidad educativa. El artículo concluye que un modelo de evaluación que vaya más allá de los test cognitivos es esencial para una comprensión más integral de la calidad de la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article analyse les évaluations sur la qualité de l&#8217;éducation de base au Brésil et remet en question l&#8217;importance excessive accordée aux résultats des tests cognitifs comme principal indicateur d&#8217;excellence en matière d&#8217;éducation. Un modèle interprétatif plwus compréhensif est proposé, structuré autour des sept axes d&#8217;analyse de la qualité du Sistema de Avaliação da Educação Básica [Système d&#8217;évaluation de l&#8217;éducation de base] (Saeb), qui prend en compte les multiples dimensions de l&#8217;éducation. Les limites du Saeb et les effets négatifs des évaluations à grande échelle sont aussi discutés, tout comme la nécessité d&#8217;une vision plus large concernant les aspects devant intégrer la qualité de l&#8217;éducation. L&#8217;article conclut qu&#8217;un modèle d&#8217;évaluation qui dépasse les tests cognitifs est fondamental pour une compréhension plus exhaustive de la qualité de l&#8217;éducation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the evaluation of the quality of basic education in Brazil, questioning the overemphasis on cognitive test results as the primary indicator of educational excellence. A more comprehensive interpretative model is proposed, grounded in the seven axes of the Quality Matrix of the Sistema de Avaliação da Educação Básica [Basic Education Assessment System] (Saeb), which encompasses multiple dimensions of education. In addition, the limitations of Saeb are outlined, and the adverse effects of large-scale assessments are discussed, highlighting the need for a broader perspective on the dimensions that should constitute educational quality. The article concludes that an evaluation model that goes beyond cognitive tests is essential for a more comprehensive understanding of the quality of education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO DA QUALIDADE DA EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO EM LARGA ESCALA]]></kwd>
<kwd lng="pt"><![CDATA[INDICADORES EDUCACIONAIS]]></kwd>
<kwd lng="pt"><![CDATA[TESTE DE DESEMPENHO]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN DE LA CALIDAD DE LA EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN A GRAN ESCALA]]></kwd>
<kwd lng="es"><![CDATA[INDICADORES EDUCATIVOS]]></kwd>
<kwd lng="es"><![CDATA[TEST DE RENDIMIENTO]]></kwd>
<kwd lng="fr"><![CDATA[ÉVALUATION DE LA QUALITÉ]]></kwd>
<kwd lng="fr"><![CDATA[DE L&#8217;ÉDUCATION]]></kwd>
<kwd lng="fr"><![CDATA[ÉVALUATION À]]></kwd>
<kwd lng="fr"><![CDATA[GRANDE ÉCHELLE]]></kwd>
<kwd lng="fr"><![CDATA[INDICATEURS ÉDUCATIFS]]></kwd>
<kwd lng="fr"><![CDATA[TEST DE PERFORMANCE]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION QUALITY ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[LARGE-SCALE ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL INDICATORS]]></kwd>
<kwd lng="en"><![CDATA[PERFORMANCE TESTING]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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