<?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>S0103-68312014000300242</article-id>
<article-id pub-id-type="doi">10.1822/255920142862</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Evidências do efeito da repetência nos primeiros anos escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[Evidence of the effect of retention in the early years of school]]></article-title>
<article-title xml:lang="es"><![CDATA[Evidencias del efecto de la repitencia en los primeros años escolares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa]]></surname>
<given-names><![CDATA[Erisson Viana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonamino]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Tufi Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro Laboratório de Avaliação da Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Colégio Pedro II  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro Departamento de Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Juiz de Fora Departamento de Estatística Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Minas Gerais ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>25</volume>
<numero>59</numero>
<fpage>242</fpage>
<lpage>269</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312014000300242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312014000300242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312014000300242&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No contexto do debate sobre as vantagens e desvantagens da repet&#234;ncia escolar como medida pedag&#243;gica, este trabalho pretende verificar os efeitos dessa pr&#225;tica sobre o desempenho de estudantes dos anos iniciais do ensino fundamental. O objetivo &#233; investigar se alunos que repetiram, mesmo ao custo de um ano extra de escolariza&#231;&#227;o, apresentam ganhos reais de profici&#234;ncia que justifiquem a utiliza&#231;&#227;o de tal medida. Para tanto, desenvolvemos um estudo observacional que compara dois grupos de alunos, repetentes e promovidos, organizados por pareamento assistido, analisando o impacto da repet&#234;ncia nas medidas de profici&#234;ncia em L&#237;ngua Portuguesa e Matem&#225;tica desses grupos em diferentes momentos da sua trajet&#243;ria escolar. Os resultados mostram que, ao longo do tempo, os alunos repetentes aprendem menos que os promovidos. Quando comparados em uma mesma s&#233;rie, independente do ano letivo em que a cursaram, os repetentes se saem melhor, embora o efeito em L&#237;ngua Portuguesa se perca ao longo das s&#233;ries.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En el marco del debate sobre las ventajas y desventajas de la repitencia escolar como medida pedag&#243;gica, este trabajo pretende verificar los efectos de tal pr&#225;ctica sobre el desempe&#241;o de estudiantes de los a&#241;os iniciales de la educaci&#243;n fundamental. El objetivo es investigar si los alumnos que repitieron, incluso con el costo de un a&#241;o m&#225;s de escolarizaci&#243;n, presentan aumentos reales de proficiencia que justifiquen la utilizaci&#243;n de tal medida. Para ello desarrollamos un estudio observacional que compara dos grupos de alumnos, repitentes y promovidos, organizados por pares asistidos, analizando el impacto de la repitencia en las medidas de proficiencia en Idioma Portugu&#233;s y Matem&#225;tica de dichos grupos en diferentes momentos de su trayectoria escolar. Los resultados muestran que, con el tiempo, los alumnos repitentes aprenden menos que los promovidos. Cuando comparados en un mismo curso, independientemente del a&#241;o lectivo en que se encuentran, los repitentes obtienen mejores resultados, aunque el efecto en Idioma Portugu&#233;s se pierda a lo largo de los distintos cursos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In the context of the debate about the advantages and disadvantages of school retention as a pedagogic method, this study intends to verify the effects of this practice on the performance of students in the first years of schooling. The objective is to investigate whether students who repeat, even at the cost of an extra year of schooling, show real gains in proficiency that justify the use of such a measure. To accomplish this, we developed an observational study that compares groups of students, retained and promoted, organized by assisted pairing, analyzing the impact of retention on the proficiency measures on these groups in Portuguese language and Mathematics, at different moments along their school path. The results show that, over time, the retained students learn less than the promoted students. When compared within the same grade, independent of the school year of the student, the retainees were more successful, although the effect on the Portuguese language gets lost over the grades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Repetência]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação do Rendimento Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Longitudinal]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental.]]></kwd>
<kwd lng="es"><![CDATA[Repitencia]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del Rendimiento Escolar]]></kwd>
<kwd lng="es"><![CDATA[Investigación Longitudinal]]></kwd>
<kwd lng="es"><![CDATA[Educación Fundamental.]]></kwd>
<kwd lng="en"><![CDATA[Public Policies]]></kwd>
<kwd lng="en"><![CDATA[Retention]]></kwd>
<kwd lng="en"><![CDATA[Assessment of School Performance]]></kwd>
<kwd lng="en"><![CDATA[Longitudinal Research]]></kwd>
<kwd lng="en"><![CDATA[Elementary Education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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