<?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>S0103-68312025000100401</article-id>
<article-id pub-id-type="doi">10.18222/eae.v36.12270</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O CONCEITO REGE O MÉTODO: UMA RESPOSTA A HOFFMANN]]></article-title>
<article-title xml:lang="es"><![CDATA[EL CONCEPTO RIGE EL MÉTODO: UNA RESPUESTA A HOFFMANN]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CONCEPT DETERMINES THE METHOD: A RESPONSE TO HOFFMANN]]></article-title>
</title-group>
<contrib-group>
<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 contrib-type="author">
<name>
<surname><![CDATA[ERNICA]]></surname>
<given-names><![CDATA[MAURICIO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312025000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312025000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312025000100401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Nesta nota, procuramos responder à crítica de Rodolfo Hoffmann à metodologia que empregamos para medir desigualdades de proficiência de estudantes de diferentes grupos sociais em testes educacionais. Argumentamos que o crítico não leva em conta a conceituação proposta de justiça distributiva em educação nem o objetivo do trabalho, que é analisar a qualidade e as desigualdades de aprendizagem entre grupos sociais definidos por nível socioeconômico, raça e sexo. Assim, reapresentamos nosso objeto de pesquisa e alegamos que ele demanda uma referência externa para a análise da distribuição das proficiências dos estudantes. Defendemos que a metodologia apropriada reside nas medidas de divergência entre duas distribuições estatísticas e justificamos nossa opção pela divergência de Kullback-Leibler.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En esta nota, buscamos responder a la crítica de Rodolfo Hoffmann a la metodología que utilizamos para medir las desigualdades de suficiencia de estudiantes de diferentes grupos sociales en test educativos. Argumentamos que el crítico no considera la conceptualización propuesta de justicia distributiva en educación ni el objetivo del estudio, que es analizar la calidad y las desigualdades del aprendizaje entre grupos sociales definidos por el nivel socioeconómico, la raza y el género. Por lo tanto, reafirmamos nuestro objetivo de la investigación y argumentamos que él requiere una referencia externa para el análisis de la distribución de la suficiencia de los estudiantes. Argumentamos que la metodología adecuada reside en las medidas de divergencia entre dos distribuciones estadísticas y justificamos nuestra elección por la divergencia de Kullback-Leibler.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this note, we respond to Rodolfo Hoffmann&#8217;s critique of the methodology we employed to evaluate differences in proficiency levels among students from different social groups in educational exams. We argue that the reviewer disregards the proposed conceptualization of distributive justice in education, as well as the aim of the study, which is to analyze quality and differences of learning among social groups defined by socioeconomic status, race, and gender. Thus, we restate our research object and contend that it requires an external reference for analyzing the distribution of student proficiency. We claim that the appropriate methodology lies in measures of divergence between two statistical distributions and justify our choice of the Kullback-Leibler divergence.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[DIREITO À EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO EDUCACIONAL]]></kwd>
<kwd lng="pt"><![CDATA[JUSTIÇA EM EDUCAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[DESIGUALDADES EDUCACIONAIS.]]></kwd>
<kwd lng="es"><![CDATA[DERECHO A LA EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN EDUCATIVA]]></kwd>
<kwd lng="es"><![CDATA[JUSTICIA EN LA EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[DESIGUALDADES EDUCATIVAS.]]></kwd>
<kwd lng="en"><![CDATA[RIGHT TO EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL ASSESSMENT]]></kwd>
<kwd lng="en"><![CDATA[JUSTICE IN EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL INEQUALITIES.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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