<?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>S0104-40362021000300618</article-id>
<article-id pub-id-type="doi">10.1590/s0104-403620210002903156</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Effects of socioeconomic status on the use of written language: does it extend into Brazilian Higher Education?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Efeitos da status socioeconômico no uso da linguagem escrita: estende-se ao Ensino Superior brasileiro?]]></article-title>
<article-title xml:lang="es"><![CDATA[Efectos de lo estatus socioeconómico en el uso de la lengua escrita: ¿se extiende a la Educación Superior brasileña?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beltrão]]></surname>
<given-names><![CDATA[Kaizô Iwakami]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mandarino]]></surname>
<given-names><![CDATA[Mônica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Megahós]]></surname>
<given-names><![CDATA[Ricardo Servare]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedrosa]]></surname>
<given-names><![CDATA[Mônica Guerra Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Getúlio Vargas  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Cesgranrio  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundação Cesgranrio  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Fundação Cesgranrio  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Fundação Cesgranrio  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>29</volume>
<numero>112</numero>
<fpage>618</fpage>
<lpage>643</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362021000300618&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362021000300618&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362021000300618&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Bourdieu and Passeron defended the thesis that the school was the main locus to legitimate and perpetuate class differences. This is reinforced by the multiple proficiency tests used to monitor public policies, which privilege the use of the formal language as part of the instruments and, therefore, penalizes participants with less mastery of the language. We adjusted two hierarchical models with Enade&#8217;s results on standard Portuguese grades, using as covariates, indicators of students&#8217; socioeconomic status and economic independence and average values for these variables for the knowledge areas. The linguistic performance is disaggregated into three aspects: textual, orthographic and vocabulary/morphosyntactic. More affluent socioeconomic groups have greater proficiency in the Enade Portuguese Language component, even when controlling for the knowledge area average socio-economic level and financial autonomy of the students. The socioeconomic effect is not as strong as on lower educational level: university students constitute a rather homogeneous group. This reinforces Bourdieu&#8217;s thesis that through the social, cultural and economic capital still prevails the domination of wealthier classes over more popular classes, reinforcing the inequality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Bourdieu e Passeron defenderam a tese de que a escola era o principal locus para legitimar e perpetuar as diferenças de classe. Isso é reforçado pelos múltiplos testes de proficiência utilizados para monitoramento de políticas públicas, que privilegiam o uso da linguagem formal como parte dos instrumentos e, portanto, penalizam os participantes com menor domínio da língua. Ajustamos dois modelos hierárquicos com os resultados do Enade nas notas de desempenho linguístico (português), usando como covariáveis, indicadores da condição socioeconômica e autonomia financeira dos alunos e valores médios dessas variáveis para as áreas de conhecimento. O desempenho linguístico é desagregado em três aspectos: textual, ortográfico e vocabulário/morfossintático. Mostramos que os grupos socioeconômicos mais afluentes apresentam maior proficiência no componente linguístico do Enade, mesmo controlando pela média do nível socioeconômico e da autonomia financeira dos alunos da área. O efeito socioeconômico não é tão forte quanto em níveis educacionais mais baixos, mas universitários constituem um grupo social homogêneo. Isso reforça a tese de Bourdieu de que por meio do capital social, cultural e econômico ainda prevalece o domínio das classes mais ricas sobre as classes mais populares, reforçando a desigualdade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Bourdieu y Passeron defendieron la tesis de que la escuela era el locus principal para legitimar y perpetuar las diferencias de clase. Esto se ve reforzado por las múltiples pruebas de competencia utilizadas para el seguimiento de las políticas públicas, que privilegian el uso del lenguaje formal como parte de los instrumentos y, por tanto, penalizan a los participantes con menor conocimiento del idioma. Ajustamos dos modelos jerárquicos con los resultados de Enade en los puntajes de desempeño lingüístico (portugués), utilizando como covariables, indicadores del nivel socioeconómico e autonomía financiera de los estudiantes y valores promedio de estas variables para las áreas de conocimiento. Mostramos que los grupos de nivel socioeconómicosociales más altos tienen mayor dominio del componente lingüístico de Enade, aunque controlando por el promedio del nivel socioeconómico y autonomía financiera de los estudiantes de la área. El efecto socioeconómico no es tan fuerte como en los niveles educativos más bajos, pero debe tenerse en cuenta que los estudiantes universitarios son un grupo social mucho más homogéneo. Los hallazgos refuerzan la tesis de Bourdieu de que, a través del capital social, cultural y económico, aún prevalece el dominio de las clases más ricas sobre las clases más populares, reforzando la desigualdad.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Social Capital]]></kwd>
<kwd lng="en"><![CDATA[Economic Capital]]></kwd>
<kwd lng="en"><![CDATA[Social Inequality]]></kwd>
<kwd lng="en"><![CDATA[Linguistic Performance]]></kwd>
<kwd lng="en"><![CDATA[Enade]]></kwd>
<kwd lng="en"><![CDATA[Public Policy]]></kwd>
<kwd lng="en"><![CDATA[Hierarchical Models]]></kwd>
<kwd lng="pt"><![CDATA[Capital Social]]></kwd>
<kwd lng="pt"><![CDATA[Capital Econômico]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdade Social]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho Linguístico]]></kwd>
<kwd lng="pt"><![CDATA[Enade]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="pt"><![CDATA[Modelos Hierárquicos]]></kwd>
<kwd lng="es"><![CDATA[Capital Social]]></kwd>
<kwd lng="es"><![CDATA[Capital Económico]]></kwd>
<kwd lng="es"><![CDATA[Desigualdad Social]]></kwd>
<kwd lng="es"><![CDATA[Desempeño Lingüístico]]></kwd>
<kwd lng="es"><![CDATA[Enade]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="es"><![CDATA[Modelos Jerárquicos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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