<?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>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312012000300011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reprovação em escolas de prestígio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mandelert]]></surname>
<given-names><![CDATA[Diana]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A11">
<institution><![CDATA[,USP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>23</volume>
<numero>53</numero>
<fpage>222</fpage>
<lpage>249</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312012000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312012000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312012000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo teve como objetivo saber como acontece a reprovação naquelas escolas que são consideradas e avaliadas como as melhores do país, onde alunos e professores encontram uma estrutura pedagógico-administrativa que funciona a seu favor. Foram selecionadas duas escolas que obtiveram notas excelentes no Enem de 2005 e 2006. Realizou-se um mapeamento de quando as escolas reprovam, quantos alunos são reprovados, o que acontece com os alunos reprovados e, finalmente, como as escolas recompõem as turmas com as sucessivas reprovações que ocorrem durante uma geração escolar. Foi possível observar que a qualidade de ensino, como uma combinação de desempenho e fluxo, não ocorre nessas escolas. A excelência escolar é efetivada por meio de uma intensa seletividade que se opera de diversas formas, sendo a repetência uma das mais importantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este artículo tuvo como objetivo saber cómo acontece la reprobación en aquellas escuelas consideradas y evaluadas como las mejores del país, en las que alumnos y profesores encuentran una estrutura pedagógico-administrativa que funciona a su favor. Se seleccionaron dos escuelas que obtuvieron excelente en el Enem de 2005 y 2006. Se realizó un mapeo de cuándo las escuelas reprueban, cuántos alunos son reprobados, qué acontece con ellos y, finalmente, cómo las escuelas recomponen los grupos con las sucesivas reprobaciones que ocurren con una generación escolar. Se observó que la calidad de la enseñanza, como una combinación de desempeño y flujo, no ocorre en esas escuelas. La excelencia escolar se efectiviza a través de uma inmensa selectividad que opera de diversas formas, siendo la repitencia una de las más importantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to investigate how failing happens in those schools which are considered and evaluated as the best in the country, where students and teachers find a teaching and administrative structure that works in their favor. We selected two schools that achieved excellence in the 2005 and 2006 Enem exam. We mapped when schools failed students, how many students failed, what happened to the students who failed and finally how schools recomposed classes due to the successive failings that occur during a school generation. It was observed that the quality of teaching as a combination of performance and flow does not occur in these schools. Academic excellence is achieved through an intense selectivity that takes place in various forms, student failing being one of the most important.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reprovação]]></kwd>
<kwd lng="pt"><![CDATA[Elites]]></kwd>
<kwd lng="pt"><![CDATA[Classe Social]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade do Ensino]]></kwd>
<kwd lng="es"><![CDATA[Repetición]]></kwd>
<kwd lng="es"><![CDATA[Elites]]></kwd>
<kwd lng="es"><![CDATA[Clase Social]]></kwd>
<kwd lng="es"><![CDATA[Calidad de la Educación]]></kwd>
<kwd lng="en"><![CDATA[Grade Repetition]]></kwd>
<kwd lng="en"><![CDATA[Elites]]></kwd>
<kwd lng="en"><![CDATA[Social Class]]></kwd>
<kwd lng="en"><![CDATA[Teaching Quality]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Reprova&ccedil;&atilde;o em escolas de prest&iacute;gio.</h2> <h3>La reprobaci&oacute;n en escuelas de prestigio.</h3> <h3>Failing in prestigious schools.</h3>     <p>&nbsp;</p> <h4>Diana Mandelert    <br> </h4> </font>      ]]></body><back>
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