<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362014000300004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O desempenho acadêmico como indicador de qualidade da transição Ensino Médio-Educação Superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fagundes]]></surname>
<given-names><![CDATA[Caterine Vila]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luce]]></surname>
<given-names><![CDATA[Maria Beatriz]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodriguez Espinar]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>22</volume>
<numero>84</numero>
<fpage>635</fpage>
<lpage>669</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362014000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362014000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362014000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo deriva de estudo e teve como objetivo propor um modelo de avaliação do desempenho acadêmico dos estudantes que transitam da Educação Básica para a Educação Superior a partir da abordagem teórica das transições. Mais especificamente, buscou-se conhecer fatores associados ao êxito na transição Ensino Médio-Educação Superior. Neste sentido, apresentam-se perspectivas de análise acerca do desempenho acadêmico, bem como diversas de suas definições ou conceitos. Os procedimentos metodológicos da pesquisa, por sua vez, são do tipo ex post fato e compreendem uma aplicação descritiva com enfoque preditivo e de desenvolvimento longitudinal. O modelo de avaliação proposto foi validado nos cursos de licenciatura em Letras, História, Matemática e Biologia da Universidade Federal do Rio Grande do Sul (UFRGS). Constatou-se, a partir de análise descritiva e de regressão, que os antecedentes dos alunos de Matemática e Biologia apresentam diferenças significativas com relação ao dos alunos de Letras e História; e que a formação recebida na educação básica, principalmente no Ensino Médio, é fator fundamental no desempenho acadêmico durante os dois primeiros semestres de estudos universitários.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to propose a model to evaluate the academic performance of students who pass the Basic Education to Higher Education from the theoretical approach of the transitions. More specifically, we seek to know indicators associated with the success in the transition from the High School to the Higher Education. Thus, this article addresses the analytical perspectives on academic performance as well as their differing definitions or concepts. The methodological research procedures are the type ex post facto, and understand the application of the descriptive method with a predictive approach and longitudinal development. The proposed evaluation model was validated in bachelor degree of Languages, History, Mathematics and Biology at the Federal University of Rio Grande do Sul (UFRGS). In fact, what was found, from descriptive and regression analysis, was that the background of the students of Mathematics and Biology presents significant differences with regard to students of Languages and History, and the education received in the basic level, especially in High School is a fundamental factor in academic performance during the first two semesters of the university studies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo deriva de estudio que tuvo por objetivo proponer un modelo de evaluación del rendimiento académico de los estudiantes que transitan de la Enseñanza Básica para la Educación Superior a partir del abordaje teórico de las transiciones. Especialmente, se ha buscado conocer los factores asociados al éxito en la transición entre la Enseñanza Secundaria y la Educación Superior. En este sentido, nuestro artículo se centra en las perspectivas de análisis sobre el rendimiento académico, así como en sus diversas definiciones o conceptos. Ya los procedimientos metodológicos de la investigación son del tipo ex post fato, y abarcan la aplicación del método descriptivo con un enfoque predictivo y cuyo desarrollo es longitudinal. El modelo de evaluación propuesto ha sido validado en los cursos de licenciatura de Letras, Historia, Matemáticas y Biología de la Universidad Federal de Rio Grande do Sul (UFRGS). Se ha constatado, a partir de análisis descriptivo y de regresión, que los antecedentes de los alumnos de Matemáticas y Biología presentan diferencias significativas con relación a los alumnos de Letras e Historia; y que la formación recibida en la Educación Básica, principalmente, en la Enseñanza Secundaria, es factor fundamental en el rendimiento académico durante los dos primeros semestres de estudios universitarios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desempenho Acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Transição Acadêmica]]></kwd>
<kwd lng="en"><![CDATA[Academic Performance]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Academic Transition]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento Académico]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Transición Académica]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O  desempenho acad&ecirc;mico como indicador de qualidade da transi&ccedil;&atilde;o Ensino  M&eacute;dio-Educa&ccedil;&atilde;o Superior.</h2> <h3>The academic performance as a quality indicator from  the High School transition to Higher Education.</h3> <h3>El Rendimiento Acad&eacute;mico como Indicador de Calidad de  la Transici&oacute;n entre la Ense&ntilde;anza Secundaria y la Educaci&oacute;n Superior</h3> <h3>&nbsp;</h3> <h4>Caterine  Vila Fagundes, Maria Beatriz Luce, Sebasti&aacute;n Rodriguez Espinar</h4> </font>      ]]></body><back>
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