<?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>S0100-15742025000100509</article-id>
<article-id pub-id-type="doi">10.1590/1980531411159</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCOLAS, SAÚDE E RISCOS NA ADOLESCÊNCIA: REFLEXÕES A PARTIR DO ESTUDO SP-PROSO]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOLS, HEALTH, AND RISKS IN ADOLESCENCE: REFLECTIONS FROM THE SP-PROSO STUDY]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCUELAS, SALUD Y RIESGOS EN LA ADOLESCENCIA: REFLEXIONES A PARTIR DEL ESTUDIO SP-PROSO]]></article-title>
<article-title xml:lang="fr"><![CDATA[ÉCOLES, SANTÉ ET RISQUES À L&#8217;ADOLESCENCE: RÉFLEXIONS À PARTIR DE L&#8217;ÉTUDE SP-PROSO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luquine Jr.]]></surname>
<given-names><![CDATA[Cézar D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peres]]></surname>
<given-names><![CDATA[Maria Fernanda Tourinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></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=S0100-15742025000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742025000100509&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742025000100509&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo descreve as características do ambiente escolar em uma amostra de 2.680 adolescentes em 119 escolas municipais, estaduais e privadas do município de São Paulo. A análise sociodemográfica dos estudantes e das escolas (infraestrutura, organização administrativa e desordem observada) revelou uma marcante desigualdade entre os tipos de estabelecimento. Além das diferenças sociodemográficas entre alunos que frequentam escolas públicas ou privadas, observou-se que nas públicas, especialmente as estaduais, os estudantes estão expostos a maior desordem no ambiente escolar. As disparidades na infraestrutura física das escolas e, consequentemente, na qualidade do ambiente escolar como um todo parecem impactar potencialmente o bem-estar e o desempenho entre escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study describes the characteristics of the school environment based on a sample of 2,680 adolescents from 119 municipal, state, and private schools in the city of São Paulo. The sociodemographic analysis of students and schools (infrastructure, administrative organization, and observed disorder) revealed a significant inequality among the types of educational institutions. In addition to sociodemographic differences between students attending public and private schools, it was observed that those in public schools, particularly state schools, are exposed to higher levels of disorder within the school environment. Disparities in physical infrastructure - and, consequently, in the overall quality of the school environment - appear to have a potential impact on student well-being and academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio describe las características del ambiente escolar en una muestra de 2.680 adolescentes de 119 escuelas municipales, estatales y privadas de la ciudad de São Paulo. El análisis sociodemográfico de los estudiantes y de las escuelas (infraestructura, organización administrativa y desorden observado) reveló una marcada desigualdad entre los tipos de establecimiento. Además de las diferencias sociodemográficas entre estudiantes que frecuentan escuelas públicas o privadas, se observó que, en las escuelas públicas, especialmente en las estatales, los estudiantes están expuestos a un mayor desorden en el ambiente escolar. Las disparidades en la infraestructura física de las escuelas y, en consecuencia, en la calidad del entorno escolar en su conjunto, parecen impactar potencialmente el bienestar y el desempeño de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude décrit les caractéristiques de l&#8217;environnement scolaire d&#8217;un échantillon de 2 680 adolescents dans 119 écoles de la ville de São Paulo, parmi lesquelles on trouve des établissements municipaux, d&#8217;autres administrés par l&#8217;état de São Paulo et des écoles privées. L&#8217;analyse sociodémographique des élèves et des établissements (infrastructure, organisation administrative et désordre) a révélé une forte inégalité entre les types d&#8217;établissements. En plus des différences sociodémographiques entre élèves du public et du privé, on a observé que dans les écoles publiques, en particulier celles administrées par l&#8217;état de São Paulo, les élèves sont exposés à un plus grand désordre en termes d&#8217;environnement scolaire. Les disparités concernant l&#8217;infrastructure des écoles et, par conséquent, la qualité de l&#8217;environnement scolaire en général semblent avoir un impact sur le bien-être et les performances des élèves.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AMBIENTE ESCOLAR]]></kwd>
<kwd lng="pt"><![CDATA[CARACTERÍSTICAS DA ESCOLA]]></kwd>
<kwd lng="pt"><![CDATA[DESIGUALDADES SOCIOEDUCACIONAIS]]></kwd>
<kwd lng="pt"><![CDATA[ADOLESCÊNCIA]]></kwd>
<kwd lng="en"><![CDATA[SCHOOL ENVIRONMENT]]></kwd>
<kwd lng="en"><![CDATA[SCHOOL CHARACTERISTICS]]></kwd>
<kwd lng="en"><![CDATA[SOCIOEDUCATIONAL INEQUALITIES]]></kwd>
<kwd lng="en"><![CDATA[ADOLESCENCE]]></kwd>
<kwd lng="es"><![CDATA[AMBIENTE ESCOLAR]]></kwd>
<kwd lng="es"><![CDATA[CARACTERÍSTICAS DE LA ESCUELA]]></kwd>
<kwd lng="es"><![CDATA[DESIGUALDADES SOCIOEDUCATIVAS]]></kwd>
<kwd lng="es"><![CDATA[ADOLESCENCIA]]></kwd>
<kwd lng="fr"><![CDATA[ENVIRONNEMENT SCOLAIRE]]></kwd>
<kwd lng="fr"><![CDATA[CARACTÉRISTIQUES DE L&#8217;ÉCOLE]]></kwd>
<kwd lng="fr"><![CDATA[INÉGALITÉS SOCIO-ÉDUCATIVES]]></kwd>
<kwd lng="fr"><![CDATA[ADOLESCENCE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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