<?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>S0103-68312017000300926</article-id>
<article-id pub-id-type="doi">10.18222/eae.v28i69.4104</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimento e uso de indicadores educacionais no Município do Rio de Janeiro]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimiento y uso de indicadores educacionales en el Município de Rio de Janeiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge and use of educational indicators in the Municipality of Rio de Janeiro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerdeira]]></surname>
<given-names><![CDATA[Diana Gomes da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado]]></surname>
<given-names><![CDATA[Ana Pires do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosistolato]]></surname>
<given-names><![CDATA[Rodrigo Pereira da Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tavares]]></surname>
<given-names><![CDATA[Mayara de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Marcio da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Rede Municipal de Educação do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>28</volume>
<numero>69</numero>
<fpage>926</fpage>
<lpage>968</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312017000300926&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312017000300926&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312017000300926&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo do artigo é descrever e analisar os resultados de uma pesquisa em que buscávamos saber se havia relação entre o conhecimento técnico sobre as avaliações em larga escala e o uso efetivo dos indicadores por elas produzidos. Articulamos abordagem qualitativa - grupos focais e observação sistemática no âmbito de um curso de formação para gestores escolares - e quantitativa - web survey realizado com diretores, vice-diretores e coordenadores pedagógicos de escolas da rede municipal de educação do Rio de Janeiro. Nosso principal argumento é que a ampliação do conhecimento sobre os sistemas de avaliação em larga escala tende a reduzir as resistências e permitir que as equipes de gestão escolar incorporem os dados como orientadores de suas ações práticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del artículo es describir y analizar los resultados de una investigación en la que intentábamos saber si había una relación entre el conocimiento técnico sobre las evaluaciones a gran escala y el uso efectivo de los indicadores que producen. Articulamos un abordaje cualitativo - grupos focales y observación sistemática en el marco de un curso de formación para gestores escolares - y cuantitativo - web survey realizado con directores, vicedirectores y coordinadores pedagógicos de escuelas de la red municipal de educación de Rio de Janeiro. Nuestro principal argumento es que la ampliación del conocimiento sobre los sistemas de evaluación a gran escala tiende a reducir las resistencias y permitir que los equipos de gestión escolar incorporen los datos como orientadores de sus acciones prácticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to describe and analyze the results of a study that attempted to determine whether there was a relationship between technical knowledge on large-scale assessments and the effective use of indicators produced by them. We carried out a qualitative approach - focus groups and systematic observation in the context of a training course for school managers -, as well as a quantitative approach - a web survey conducted with principals, co-principals and pedagogical coordinators of municipal schools in Rio de Janeiro. Our main argument is that the expansion of knowledge on large-scale assessment systems tends to reduce resistance and allows the school management teams to use the data to guide their practical actions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Indicadores Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Gestão Escolar]]></kwd>
<kwd lng="es"><![CDATA[Indicadores Educacionales]]></kwd>
<kwd lng="es"><![CDATA[Evaluación de la Educación]]></kwd>
<kwd lng="es"><![CDATA[Formación Continuada]]></kwd>
<kwd lng="es"><![CDATA[Gestión Escolar]]></kwd>
<kwd lng="en"><![CDATA[Educational Indicators]]></kwd>
<kwd lng="en"><![CDATA[Education Assessment]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[School Management]]></kwd>
</kwd-group>
</article-meta>
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