<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782019000100202</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782019240002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indicadores de qualidade na educação: análise discriminante dos desempenhos na Prova Brasil]]></article-title>
<article-title xml:lang="es"><![CDATA[Indicadores de calidad en la educación: análisis discriminante de los desempeños en la Prova Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Quality indicators in education: discriminant analysis of the performances in Prova Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lacruz]]></surname>
<given-names><![CDATA[Adonai José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Américo]]></surname>
<given-names><![CDATA[Bruno Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carniel]]></surname>
<given-names><![CDATA[Fagner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Viana ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782019000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782019000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782019000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente estudo identifica as variáveis contextuais que melhor diferenciam o desempenho obtido por estudantes dos anos finais do ensino fundamental das escolas estaduais capixabas na Prova Brasil de 2013 por meio de análise discriminante, tendo como amostra 124 escolas. Os resultados demostraram que a distorção idade-série, o índice de regularidade docente e a taxa de abandono formaram um conjunto ótimo de variáveis para distinguir as escolas com &#8220;melhores&#8221; e &#8220;piores&#8221; desempenhos capixabas. A técnica utilizada contribui com o trabalho de pesquisadores e gestores, uma vez é possível se apropriar desse método com objetivos de traçar o perfil (descrição), a diferenciação (inferência) ou a classificação (predição) de escolas, bem como de reorganizar suas ações e seus investimentos com base em variáveis contextuais prioritárias, com amplo potencial de modificar os desempenhos escolares de suas regiões na Prova Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente estudio identifica las variables contextuales que mejor diferencian el desempeño obtenido por estudiantes de los años finales de la enseñanza fundamental de las escuelas estatales del estado de Espírito Santo en la Prova Brasil de 2013 por medio de análisis discriminante, teniendo como muestra 124 escuelas. Los resultados demostraron que la distorsión edad-serie, el índice de regularidad docente y la tasa de abandono formaron un conjunto óptimo de variables para discriminar a las escuelas con &#8220;mejores&#8221; y &#8220;peores&#8221; desempeños. La técnica utilizada contribuye con el trabajo de investigadores y gestores, ya que pueden apropiarse de ese método con objetivos de trazar el perfil (descripción), la diferenciación (inferencia) o la clasificación (predicción) de escuelas, así como de reorganizar sus acciones y sus inversiones en base a variables contextuales prioritarias, con amplio potencial de modificar los desempeños escolares de sus regiones en la Prova Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present study identifies the contextual variables that best differentiate the performance obtained by students from the final grades of primary education in state schools of Espírito Santo in the Prova Brasil of 2013 through discriminant analysis, with a sample of 124 schools. The results showed that the age-series distortion, the teacher regularity index and the abandonment rate formed an optimal set of variables to discriminate the schools with &#8220;better&#8221; and &#8220;worse&#8221; school performance. The technique used contributes to the work of researchers and managers, as they can appropriate this method with the purpose of tracing the profile (description), differentiation (inference) or classification (prediction) of schools. Moreover, researchers and managers can reorganize their actions and investments based on priority contextual variables, with broad potential to change the school performance of their regions in Prova Brasil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[indicadores educacionais]]></kwd>
<kwd lng="pt"><![CDATA[gestão educacional]]></kwd>
<kwd lng="pt"><![CDATA[desempenho escolar]]></kwd>
<kwd lng="pt"><![CDATA[análise discriminante]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[indicadores educativos]]></kwd>
<kwd lng="es"><![CDATA[gestión educativa]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[análisis discriminante]]></kwd>
<kwd lng="en"><![CDATA[educational policies]]></kwd>
<kwd lng="en"><![CDATA[educational indicators]]></kwd>
<kwd lng="en"><![CDATA[educational management]]></kwd>
<kwd lng="en"><![CDATA[school performance]]></kwd>
<kwd lng="en"><![CDATA[discriminant analysis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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