<?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>S0103-68312015000100216</article-id>
<article-id pub-id-type="doi">10.18222/eae266102933</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A composição social importa para os efeitos das escolas no ensino fundamental?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿La composición social importa en las escuelas de educación básica?]]></article-title>
<article-title xml:lang="en"><![CDATA[Is social composition important for school effects in elementary school?]]></article-title>
</title-group>
<contrib-group>
<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 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-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade e Educação Departamento de Ciências Aplicadas à Educação]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade e Educação Departamento de Ciências Aplicadas à Educação]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>26</volume>
<numero>61</numero>
<fpage>216</fpage>
<lpage>243</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312015000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312015000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312015000100216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo analisa o efeito das escolas p&#250;blicas brasileiras de ensino fundamental para o aprendizado de seus alunos, considerando o contexto socioecon&#244;mico e a composi&#231;&#227;o do alunado por g&#234;nero e ra&#231;a. Os alunos foram distribu&#237;dos em tr&#234;s n&#237;veis de profici&#234;ncia: insuficiente, b&#225;sico e adequado. Os que est&#227;o no n&#237;vel insuficiente s&#227;o considerados exclu&#237;dos, uma vez que o seu direito &#224; educa&#231;&#227;o n&#227;o &#233; atendido. Utilizaram-se os dados de 2007, 2009 e 2011 da Prova Brasil. Os principais resultados indicam que os efeitos das escolas para a retirada dos alunos da exclus&#227;o e para sua promo&#231;&#227;o ao n&#237;vel adequado de aprendizagem est&#227;o associados &#224;s caracter&#237;sticas de composi&#231;&#227;o social dessas escolas em termos de ra&#231;a e g&#234;nero, independentemente do n&#237;vel socioecon&#244;mico m&#233;dio da escola. Tal composi&#231;&#227;o tamb&#233;m afeta as chances individuais de os alunos serem retirados da exclus&#227;o e promovidos ao n&#237;vel de adequa&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El art&#237;culo analiza el efecto de las escuelas p&#250;blicas brasile&#241;as de educaci&#243;n b&#225;sica para el aprendizaje de sus alumnos, considerando el contexto socioecon&#243;mico y la composici&#243;n del alumnado por g&#233;nero y raza. Los alumnos se distribuyeron en tres niveles de competencia: insuficiente, b&#225;sico y adecuado. Se consideran excluidos los que est&#225;n en el nivel insuficiente, una vez que su derecho a la educaci&#243;n no es atendido. Se utilizaron datos de 2007, 2009 y 2011 de la Prova Brasil. Los principales resultados indican que los efectos de las escuelas para retirar los alumnos de la exclusi&#243;n y promoverlos al nivel adecuado de aprendizaje est&#225;n asociados a las caracter&#237;sticas de composici&#243;n social de dichas escuelas en lo que concierne a raza y g&#233;nero, independientemente del nivel socioecon&#243;mico promedio de la escuela. Tal composici&#243;n tambi&#233;n afecta las oportunidades individuales de que los alumnos sean retirados de la exclusi&#243;n y promovidos al nivel de adecuaci&#243;n.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article analyzes the effect of Brazilian public elementary schools on students' learning considering the socio-economic context and students' gender and racial composition. Students were allocated at three levels of proficiency: insufficient, basic and adequate. Those at the insufficient level are considered excluded since their right to education is not met. The data used was from the 2007, 2009 and 2011 Prova Brasil. The main results indicate that the effects of the schools to remove students from exclusion and promote them to adequate levels of learning are associated with the social composition of these schools in terms of race and gender, regardless of the average socioeconomic status of the school. Such composition, also affects the chances of individual students being removed from exclusion and promoted to the adequate level.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Efeitos das Escolas]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades Escolares]]></kwd>
<kwd lng="pt"><![CDATA[Níveis de Proficiência]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="es"><![CDATA[Efecto de las Escuelas]]></kwd>
<kwd lng="es"><![CDATA[Desigualdades Escolares]]></kwd>
<kwd lng="es"><![CDATA[Niveles de Competência]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="en"><![CDATA[School Effects]]></kwd>
<kwd lng="en"><![CDATA[School Inequality]]></kwd>
<kwd lng="en"><![CDATA[Proficiency Levels]]></kwd>
<kwd lng="en"><![CDATA[Elementary Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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