<?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>S0104-40362016000300609</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362016000300005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dez escolas, dois padrões de qualidade. Uma pesquisa em dez escolas públicas de Ensino Médio do Estado do Ceará]]></article-title>
<article-title xml:lang="en"><![CDATA[Ten schools, two quality standards. A research on ten public high schools in the state of Ceará, Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[Diez escuelas, dos modelos de calidad. Una investigación en diez escuelas públicas de enseñanza media en el Estado de Ceará]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haguette]]></surname>
<given-names><![CDATA[André]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pessoa]]></surname>
<given-names><![CDATA[Márcio Kleber Morais]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vidal]]></surname>
<given-names><![CDATA[Eloísa Maia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará Departamento de Ciências Sociais ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Rede Estadual de Educação Básica do Estado do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>92</numero>
<fpage>609</fpage>
<lpage>636</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362016000300609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362016000300609&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362016000300609&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Tomando por base os resultados no Enem de 2011, realizou-se, ao longo de 2013 e 2014, uma pesquisa comparativa de cinco das dez escolas de Ensino M&#233;dio da rede estadual do Estado do Cear&#225; com melhor desempenho, e de cinco entre as dez com rendimento mais fraco, quatro do interior e seis da capital. Os instrumentos de coleta de dados foram: visitas &#224;s escolas, entrevistas com um membro do n&#250;cleo gestor, com professores, alunos e funcion&#225;rios e aplica&#231;&#227;o de um question&#225;rio numa turma de alunos e com professores. O objetivo era descobrir o que as escolas de melhor desempenho tinham que as de desempenho nitidamente insuficiente n&#227;o tinham. A partir dos resultados, foi constru&#237;do um &#8220;retrato falado&#8221; de cada escola, apontando suas principais caracter&#237;sticas. Logo ficou evidenciado que existem dois padr&#245;es escolares mutuamente excludentes e irreconcili&#225;veis, o que foi traduzido em duas tipologias ideal-t&#237;picas reveladoras da situa&#231;&#227;o e suscept&#237;veis de fornecer elementos para a elabora&#231;&#227;o de pol&#237;ticas educacionais. Este artigo omite os &#8220;retratos falados&#8221; de cada escola por falta de espa&#231;o, e concentra-se na apresenta&#231;&#227;o e discuss&#227;o das duas tipologias de maneira a explicitar e explicar o duplo padr&#227;o, verdadeiro dualismo, existente entre estabelecimentos de uma mesma rede escolar p&#250;blica. A conclus&#227;o levanta questionamentos provocados pela pesquisa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper having as a background the 2011 Enem exams and based on field research conducted in 2013 and 2014 in the state of Cear&#225;, compare five of the ten best scoring public high schools with five of the ten worst performers. Of the ten researched public high schools, four were located in the countryside while six were in the capital. Data collection relied on instruments such as schools visits; interviews with a member of the executive division, teachers, students and staff; and the application of a questionnaire with students and teachers. The objective was to reveal the motives that led to good and poor performance. The collected data sketched a prototype of each school, indicating its main characteristics. Gradually, two mutually exclusive and irreconcilable types, a kind of two ideal types of public high schools, emerged from the research that could help provide insights for future educational policy recommendations. Due to size limits, the article refrained from providing a prototype for each school. Instead, it placed its priority on building the two typologies as a mean to explicit and explain the dualities found between good and poor performers within the same public school system. In the conclusion it contended with issues and debates provoked by the findings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Tomando como base los resultados del Enem del a&#241;o 2011, se realiz&#243; durante el 2013 y 2014, una investigaci&#243;n comparativa en cinco de las diez escuelas de ense&#241;anza media de la red estatal del Estado de CEAR&#193; que tuvieron el mejor desempe&#241;o, y de cinco, entre esas diez, cuyo rendimiento fue el m&#225;s flojo; cuatro del interior del Estado y seis de la capital. Los procedimientos para lograr reunir los hechos fueron: visitas a las escuelas, entrevistas con un miembro del n&#250;cleo gestor, con profesores, alumnos y funcionarios, y la utilizaci&#243;n de un cuestionario para un grupo de alumnos y profesores. El objetivo era descubrir qu&#233; pose&#237;an las escuelas de mejor desempe&#241;o y de qu&#233; carec&#237;an las de rendimiento claramente insuficiente. A partir de los resultados fue constituido un &#8220;retrato hablado&#8221; de cada escuela, anotando sus principales caracter&#237;sticas. Despu&#233;s, qued&#243; evidenciado que existen dos modelos escolares mutuamente excluyentes e irreconciliables entre s&#237;, lo cual fue determinado en dos tipolog&#237;as t&#237;picamente ideales reveladoras de la situaci&#243;n y susceptibles de proveer elementos para la elaboraci&#243;n de pol&#237;ticas educacionales. Este articulo omite los &#8220;retratos hablados&#8221; de cada escuela por falta de espacio y se limita a la presentaci&#243;n y discusi&#243;n de las dos tipolog&#237;as, a fin de explicar y aclarar el doble modelo de dualismo patente, que existe entre las escuelas de una misma red p&#250;blica. La conclusi&#243;n origina cuestionamientos provocados por la investigaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Médio público]]></kwd>
<kwd lng="pt"><![CDATA[Motivação dos alunos]]></kwd>
<kwd lng="pt"><![CDATA[Clima escolar]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdade escolar]]></kwd>
<kwd lng="en"><![CDATA[High school education Students` incentives]]></kwd>
<kwd lng="en"><![CDATA[School milieu]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Inequalities between schools]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza media pública Motivación de los alumnos]]></kwd>
<kwd lng="es"><![CDATA[Ambiente escolar]]></kwd>
<kwd lng="es"><![CDATA[Políticas educacionales]]></kwd>
<kwd lng="es"><![CDATA[Desigualdad escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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