<?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>S0103-68312016000300782</article-id>
<article-id pub-id-type="doi">10.18222/eae.v27i66.4014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Construção de indicadores para descrever desigualdades de aprendizado na Prova Brasil]]></article-title>
<article-title xml:lang="es"><![CDATA[Construcción de indicadores para describir desigualdades de aprendizaje en la Prova Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Construction of indicators to describe learning inequalities in Prova Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alve]]></surname>
<given-names><![CDATA[Maria Teresa Gonzaga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade de Educação Departamento de Ciências Aplicadas à Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade de Educação Departamento de Ciências Aplicadas à Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>27</volume>
<numero>66</numero>
<fpage>782</fpage>
<lpage>815</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312016000300782&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312016000300782&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312016000300782&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta dois indicadores que sintetizam dimens&#245;es complexas das escolas: interven&#231;&#227;o para melhoria e curr&#237;culo na escola. Eles foram constru&#237;dos com os dados do Sistema de Avalia&#231;&#227;o da Educa&#231;&#227;o B&#225;sica por meio da Teoria da Resposta ao Item. Os indicadores foram utilizados para an&#225;lise do aprendizado dos alunos das escolas p&#250;blicas de ensino fundamental e para testar hip&#243;teses sobre desigualdades entre alunos com e sem atraso escolar por meio de modelos estat&#237;sticos. Escolas com escores mais altos nos dois indicadores aumentam as chances de seus alunos estarem nos n&#237;veis mais altos de aprendizado, mas as pr&#225;ticas sintetizadas nos indicadores contribuem para reduzir diferen&#231;as entre alunos com e sem atraso escolar apenas em rela&#231;&#227;o &#224;s chances de eles estarem no n&#237;vel b&#225;sico. Os indicadores n&#227;o devem ser tomados de forma determin&#237;stica, mas t&#234;m potencial para indicar problemas ou &#234;xitos nas pr&#225;ticas pedag&#243;gicas das escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El art&#237;culo presenta dos indicadores que sintetizan dimensiones complejas de las escuelas: intervenci&#243;n para mejoras y curr&#237;culo escolar. Fueron elaborados con los datos del Sistema de Evaluaci&#243;n de la Educaci&#243;n B&#225;sica por medio de la Teor&#237;a de la Respuesta al &#205;tem. Los indicadores fueron utilizados para analizar el aprendizaje de los alumnos de las escuelas p&#250;blicas de educaci&#243;n b&#225;sica y para testear hip&#243;tesis sobre desigualdades entre alumnos con y sin atraso escolar por medio de modelos estad&#237;sticos. Escuelas con escores m&#225;s elevados en los dos indicadores aumentan las posibilidades de que sus alumnos est&#233;n en los niveles m&#225;s altos de aprendizaje, pero las pr&#225;cticas sintetizadas en los indicadores contribuyen para reducir las diferencias entre alumnos con y sin atraso escolar tan solo en relaci&#243;n a las posibilidades de que est&#233;n en el nivel b&#225;sico. No hay que tomar a los indicadores de forma determin&#237;stica, pero ellos poseen potencial para indicar problemas o &#233;xitos en las pr&#225;cticas pedag&#243;gicas de las escuelas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents two indicators that summarize complex dimensions of schools: intervention for improvement and school curriculum. They were constructed with the data provided by the Basic Education Evaluation System by means of the Item Response Theory. The indicators were used to analyze students' learning in elementary education in public schools and to test hypotheses regarding inequality among students with and without age-gap using statistical models. Schools with higher scores in the two indicators increase students' chances to be at the highest levels of learning. However, the practices summarized in the indicators contribute to reduce the differences between students with and without age-gap only in relation to their chances of being at the basic level. The indicators should not be used in a deterministic way, but they have the potential to show problems or successes in pedagogical practices in schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Indicadores Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Prova Brasil]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[Indicadores Educacionales]]></kwd>
<kwd lng="es"><![CDATA[Prova Brasil]]></kwd>
<kwd lng="es"><![CDATA[Desigualdades Educacionales]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Educational Indicators]]></kwd>
<kwd lng="en"><![CDATA[Prova Brasil]]></kwd>
<kwd lng="en"><![CDATA[Educational Inequalities]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
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