<?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>S0103-68312024000100020</article-id>
<article-id pub-id-type="doi">10.18222/eae.v35.10579</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MONITORAMENTO DAS TRAJETÓRIAS EDUCACIONAIS NOS MUNICÍPIOS]]></article-title>
<article-title xml:lang="es"><![CDATA[SEGUIMIENTO DE LAS TRAYECTORIAS EDUCATIVAS EN LOS MUNICIPIOS]]></article-title>
<article-title xml:lang="en"><![CDATA[MONITORING EDUCATIONAL TRAJECTORIES IN MUNICIPALITIES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FONSECA]]></surname>
<given-names><![CDATA[IZABEL COSTA DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[CLARISSA GUIMARÃES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MACANA]]></surname>
<given-names><![CDATA[ESMERALDA CORREA]]></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 contrib-type="author">
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[JOSÉ FRANCISCO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais (UFMG)  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep)  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundação Itaú  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Minas Gerais (UFMG)  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de Minas Gerais (UFMG)  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>35</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312024000100020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312024000100020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312024000100020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo apresenta indicadores de regularidade de trajetórias educacionais, construídos com o painel longitudinal do Censo Escolar para monitorar a permanência dos estudantes no ensino fundamental e médio. Os indicadores captam dimensões da permanência, tais como conclusão de etapas de ensino, evasão e equidade, temas importantes para o Plano Nacional de Educação. Nas coortes analisadas, em média, 52% dos estudantes concluíram o ensino fundamental com trajetória regular e 41%, o ensino médio. Cerca de 21% concluíram o ensino fundamental e 17% finalizaram o ensino médio com um a dois anos de atraso. Trajetórias não concluídas dois anos depois do tempo previsto ou interrompidas prevalecem entre estudantes com deficiência, do sexo masculino, negros, indígenas e de baixo nível socioeconômico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo presenta indicadores de regularidad de trayectorias educativas, construidos con el panel longitudinal del Censo Escolar para monitorear la permanencia de los estudiantes en la educación primaria y secundaria. Los indicadores capturan dimensiones de la permanencia, tales como la conclusión de las etapas de enseñanza, deserción y equidad, temas importantes para el Plano Nacional de Educação [Plan Nacional de Educación]. En las cohortes analizadas, en promedio, el 52% de los estudiantes completaron la educación primaria con trayectoria regular y el 41% la educación secundaria. Alrededor del 21% completó la educación primaria y el 17% completó la educación secundaria con uno o dos años de retraso. Las trayectorias no concluidas dos años después del tiempo previsto o interrumpidas prevalecen entre estudiantes con discapacidad, de sexo masculino, negros, indígenas y de bajo nivel socioeconómico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article presents indicators of regularity in educational trajectories, developed using the longitudinal panel of the School Census to monitor student retention in primary and secondary education. The indicators capture dimensions of student retention, such as stage completion, dropout rates and equity, key issues for the Plano Nacional de Educação [National Education Plan]. In the cohorts analyzed, on average, 52% of students completed primary school and 41% completed secondary school, on a regular trajectory. Around 21% completed primary education and 17% completed secondary education with a delay of one to two years. Non-completed trajectories, two years past the expected time or interrupted, are more prevalent among students with disabilities, males, Black and Indigenous students, and those from low socioeconomic backgrounds.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[INDICADORES DE QUALIDADE EM EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[PERMANÊNCIA NA ESCOLA]]></kwd>
<kwd lng="pt"><![CDATA[CENSO ESCOLAR]]></kwd>
<kwd lng="pt"><![CDATA[EQUIDADE]]></kwd>
<kwd lng="es"><![CDATA[INDICADORES DE CALIDAD EN EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[PERMANENCIA EN LA ESCUELA]]></kwd>
<kwd lng="es"><![CDATA[CENSO ESCOLAR]]></kwd>
<kwd lng="es"><![CDATA[EQUIDAD]]></kwd>
<kwd lng="en"><![CDATA[QUALITY INDICATORS IN EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[SCHOOL RETENTION]]></kwd>
<kwd lng="en"><![CDATA[SCHOOL CENSUS]]></kwd>
<kwd lng="en"><![CDATA[EQUITY]]></kwd>
</kwd-group>
</article-meta>
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