<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812010000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reforço escolar: gastos e desigualdades sociais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Candido Alberto]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mariano]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Adriana de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Alessandro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[José Hilton B. de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Friedrich]]></surname>
<given-names><![CDATA[Nidolf]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>91</volume>
<numero>227</numero>
<fpage>55</fpage>
<lpage>74</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812010000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812010000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812010000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O reforço e o fracasso escolares coexistem como faces da mesma moeda: um sistema educacional excludente e de qualidade discutível. Assim, o reforço merece ser pesquisado, inclusive por envolver um custo a mais para a sociedade e para os cidadãos. Na perspectiva de mensurar os gastos familiares com essa atividade, foi realizada pesquisa exploratória com alunos do ensino médio de uma escola pública e outra particular do Distrito Federal. Os resultados apontam diferenças significativas nos gastos com reforço escolar, conforme a dependência administrativa da escola, indicando mais um fator de desigualdade social e educacional. Ao contrário do que sugere a literatura, não foi encontrada relação entre o nível de escolaridade da mãe e os gastos em reforço escolar. Assim como em Portugal, também no Brasil o reforço é um meio de promover o sucesso, sobretudo em exames competitivos, suprindo lacunas da escola regular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Tutoring and failure coexist as two sides of the same coin: an exclusionary and of dubious quality educational system. Thus, considering that tutoring increases costs to society and, therefore, to their citizens, it should be better investigated. In the perspective of measuring household expenditure on this activity, an exploratory research with high school students in one public and another private school of the Federal District was carried out. The results show significant differences in expenditures on tutoring, depending on the kind of maintenance of the school, indicating another source of social and educational inequality. Unlike the previous literature, no relationship was found between the level of mother’s education and expenditure on tutoring. As in Portugal, also in Brazil tutoring is a way to promote success, especially in competitive examinations, filling gaps in regular school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Reforço Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Professor Explicador]]></kwd>
<kwd lng="pt"><![CDATA[Economia da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Custos Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Estrutura Social]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="en"><![CDATA[Tutoring]]></kwd>
<kwd lng="en"><![CDATA[Economics of Education]]></kwd>
<kwd lng="en"><![CDATA[Household Expenditure on Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Costs]]></kwd>
<kwd lng="en"><![CDATA[Social Structure]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Refor&ccedil;o escolar: gastos e  desigualdades sociais.</h2> <h3>Supplementary tutoring: spending and social inequalities</h3>     <p>&nbsp;</p> <h4>Candido Alberto Gomes, Fernando  Mariano, Adriana de Oliveira, Alessandro Barbosa, Jos&eacute; Hilton B. de Sousa, Nidolf  Friedrich</h4>     <p>&nbsp;</p>     <p>&nbsp;</p> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></source>
<year></year>
<volume>15</volume>
<numero>57</numero>
<issue>57</issue>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
