<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022019000100532</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201945187778</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Habilidade de leitura no ciclo de alfabetização: uma análise sobre a igualdade de conhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading skills in the literacy stage (grades 1-3): an analysis on equality of knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muylaert]]></surname>
<given-names><![CDATA[Naira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonamino]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Micarello]]></surname>
<given-names><![CDATA[Hilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeirio]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brasil</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>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022019000100532&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022019000100532&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022019000100532&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo À luz do conceito da igualdade de conhecimentos, este estudo analisa a variação do percentual de acertos de 7.781 estudantes do 3º ano do ensino fundamental do estado do Espírito Santo quanto a itens considerados difíceis do teste cognitivo do PAEBES-Alfa, aplicado no ano de 2014. A variação do percentual de acerto aos itens foi analisada em relação a dois grupos que foram avaliados: turmas de alto desempenho e turmas de baixo desempenho. Do conjunto de habilidades avaliadas, cinco foram analisadas quanto ao seu grau de complexidade, considerando os aspectos linguísticos envolvidos no desenvolvimento dessas habilidades. Os resultados deste estudo apontam que a variação do percentual de acerto entre as turmas é relativamente baixa, indicando que a aquisição de conhecimentos se dá de forma mais ou menos equitativa. No que concerne às habilidades mais complexas, observou-se um baixo percentual de acerto nos dois grupos de alunos. Tal resultado revela que a maioria dos alunos, tanto das turmas de baixo quanto das de alto desempenho, não consolidou a aprendizagem de habilidades mais complexas do ciclo de alfabetização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering the concept of equality of knowledge, the present study analyzes the variation in the percentage of correct answers given by 7,781 third-grade students (primary education) in the state of Espírito Santo, Brazil, on items considered difficult in the PAEBES-Alfa cognitive test administered in the 2014. The variation in the rate of correct answers was analyzed for two groups examined: high and low-performance classes. Of the set of skills assessed, five were analyzed for their degree of complexity, considering the linguistic aspects involved in their development. Our results indicate that the correct-answer rate variation between the classes is relatively small, thus suggesting that the acquisition of knowledge is relatively equitable. As for the most complex skills, low correct-answer rates were found for both groups of students. This reveals that most of the students in both high and low-performance classes did not consolidate their learning of more complex skills in the literacy stage (grades 1-3) of Brazilian primary education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação de habilidades de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Igualdade de Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Desigualdades Educacionais]]></kwd>
<kwd lng="en"><![CDATA[Reading skills assessment]]></kwd>
<kwd lng="en"><![CDATA[Equality of knowledge]]></kwd>
<kwd lng="en"><![CDATA[Educational inequalities]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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