<?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>S0103-68312023000100126</article-id>
<article-id pub-id-type="doi">10.18222/eae.v34.10119</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A DESIGUALDADE DE OPORTUNIDADE NA AVALIAÇÃO NACIONAL DA ALFABETIZAÇÃO DE 2016]]></article-title>
<article-title xml:lang="es"><![CDATA[LA DESIGUALDAD DE OPORTUNIDAD EN LA EVALUACIÓN NACIONAL DE ALFABETIZACIÓN DE 2016]]></article-title>
<article-title xml:lang="en"><![CDATA[INEQUALITY OF OPPORTUNITY IN THE 2016 NATIONAL LITERACY ASSESSMENT IN 2016]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ÁVILA]]></surname>
<given-names><![CDATA[RODRIGO PERES DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SPERRHAKE]]></surname>
<given-names><![CDATA[RENATA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312023000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312023000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312023000100126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo investiga a desigualdade de oportunidade no acesso das crianças a níveis adequados de leitura, escrita e matemática. Para tanto, calcularam-se os Indicadores de Oportunidade Humana para os resultados da Avaliação Nacional da Alfabetização de 2016. Os resultados indicam problemas consideráveis nas três dimensões analisadas, agravados ao adotar um padrão mais exigente do que seria um nível adequado de aprendizado. Os indicadores estimados variaram entre 0.41 e 0.61 para o critério menos exigente, e entre 0.07 e 0.23 para o critério mais exigente de aprendizado. A decomposição de Shapley mostra que a desigualdade de oportunidade no acesso a uma boa educação está vinculada majoritariamente (90%) ao nível socioeconômico das escolas e sua localização geográfica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo investiga la desigualdad de oportunidad en el acceso de los niños a niveles adecuados de lectura, escritura y matemáticas. Para ello, se calcularon los Indicadores de Oportunidad Humana para los resultados de la Avaliação Nacional da Alfabetização [Evaluación Nacional de Alfabetización] de 2016. Los resultados indican problemas considerables en las tres dimensiones analizadas, agravados al adoptar un estándar más exigente de lo que sería un nivel adecuado de aprendizaje. Los indicadores estimados variaron entre 0.41 y 0.61 para el criterio menos exigente, y entre 0.07 y 0.23 para el criterio más exigente de aprendizaje. La descomposición de Shapley muestra que la desigualdad de oportunidad en el acceso a una buena educación está vinculada de modo mayoritario (90%) al nivel socioeconómico de las escuelas y su localización geográfica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article investigates the inequality of opportunity in children&#8217;s access to appropriate levels of reading, writing and mathematics. To this end, Human Opportunity Indicators were used to calculate the results of the 2016 Avaliação Nacional da Alfabe- tização [National Literacy Assessment]. The results indicate considerable problems in the three dimensions analyzed, aggravated by adopting a more demanding standard of what would be an appropriate level of learning. The estimated indicators ranged between 0.41 and 0.61 for the least demanding criterion, and between 0.07 and 0.23 for the most demanding learning criterion. Shapley&#8217;s decomposition shows that inequality of opportunity in access to a good education is linked mostly (90%) to the socio-economic level of schools and their geographic location.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[DESIGUALDADE DE OPORTUNIDADES]]></kwd>
<kwd lng="pt"><![CDATA[ALFABETIZAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO]]></kwd>
<kwd lng="es"><![CDATA[DESIGUALDAD DE OPORTUNIDADES]]></kwd>
<kwd lng="es"><![CDATA[ALFABETIZACIÓN]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN]]></kwd>
<kwd lng="en"><![CDATA[INEQUALITY OF OPPORTUNITY]]></kwd>
<kwd lng="en"><![CDATA[LITERACY]]></kwd>
<kwd lng="en"><![CDATA[ASSESSMENT]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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