<?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>S0104-40362019000300631</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002701777</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O que mudou no desempenho educacional dos Institutos Federais do Brasil?]]></article-title>
<article-title xml:lang="en"><![CDATA[What has changed in the educational performance of Federal Institutes of Brazil?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Qué cambió en el desempeño educativo de los Institutos Federales de Brasil?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra]]></surname>
<given-names><![CDATA[Rogério Severiano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra]]></surname>
<given-names><![CDATA[Giselle Bezerra Mesquita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parente]]></surname>
<given-names><![CDATA[Paulo Henrique Nobre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paulo]]></surname>
<given-names><![CDATA[Edilson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Tauá CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria de Educação do Ceará  ]]></institution>
<addr-line><![CDATA[Caucaia CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Acaraú CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul, Porto Alegre  ]]></institution>
<addr-line><![CDATA[ RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>104</numero>
<fpage>631</fpage>
<lpage>653</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000300631&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000300631&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000300631&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa investigou os níveis diferenciados da proficiência obtida pelos Institutos Federais do Brasil no ENEM, pois se compreende que as políticas públicas adotadas nacionalmente para a Rede Federal de Ensino fortalecem ao longo do tempo a oferta de ensino. Para atendimento do objetivo proposto, a população estudada foi composta por todos os Institutos Federais do Brasil que divulgaram dados referentes à proficiência educacional obtida pelas médias das áreas do conhecimento do ENEM, por escola, extraídos do sítio eletrônico do INEP no período de 2011 a 2015. O percurso metodológico foi estabelecido por métodos estatísticos univariados de medidas de tendência central, de dispersão, de correlação e de comparação de médias entre as variáveis. Com base nos achados, verificou-se que o desempenho dos Institutos Federais do Brasil tende a ser crescente e significante no transcorrer dos anos, tanto quando avaliado como rede de ensino, quanto quando avaliado por região.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research investigated the different levels of proficiency obtained by the Federal Institutes of Brazil in the ENEM, since it is understood that the public policies adopted nationally for the Federal Network of Education strengthen over time the offer of education. In order to meet the proposed objective, the studied population was composed of all the Federal Institutes of Brazil that disseminated data regarding the educational proficiency obtained by means of the ENEM knowledge areas, per school, extracted from the INEP electronic site in the period from 2011 to 2015 The methodological course was established by univariate statistical methods of measures of central tendency, dispersion, correlation and comparison of means between variables. Based on the findings, it was verified that the performance of the Federal Institutes of Brazil tends to be increasing and significant over the years, both when evaluated as a teaching network and when evaluated by region.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación investigó los niveles diferenciados de la competencia obtenida por los Institutos Federales de Brasil en el ENEM, pues se comprende que las políticas públicas adoptadas nacionalmente para la Red Federal de Enseñanza fortalecen a lo largo del tiempo la oferta de enseñanza. Para atender el objetivo propuesto, la población estudiada fue compuesta por todos los Institutos Federales de Brasil que divulgar datos referentes a la proficiencia educacional obtenida por las medias de las áreas del conocimiento del ENEM, por escuela, extraídos del sitio electrónico del INEP en el período de 2011 a 2015 El recorrido metodológico fue establecido por métodos estadísticos univariados de medidas de tendencia central, de dispersión, de correlación y de comparación de promedios entre las variables. Con base en los hallazgos, se verificó que el desempeño de los Institutos Federales de Brasil tiende a ser creciente y significante en el transcurso de los años, tanto cuando se evalúa como red de enseñanza, cuanto cuando es evaluado por región.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria da função de produção]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho educacional]]></kwd>
<kwd lng="pt"><![CDATA[Políticas públicas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[ENEM]]></kwd>
<kwd lng="en"><![CDATA[Production function theory]]></kwd>
<kwd lng="en"><![CDATA[Educational performance]]></kwd>
<kwd lng="en"><![CDATA[Public educational policies]]></kwd>
<kwd lng="en"><![CDATA[ENEM]]></kwd>
<kwd lng="es"><![CDATA[Teoría de la función de producción]]></kwd>
<kwd lng="es"><![CDATA[Desempeño educativo]]></kwd>
<kwd lng="es"><![CDATA[Políticas públicas educativas]]></kwd>
<kwd lng="es"><![CDATA[ENEM]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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