<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012025000100207</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.65798</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The influence of Brazilian school infrastructure and teacher training on student performance in the area of Natural Sciences]]></article-title>
<article-title xml:lang="pt"><![CDATA[A influência da infraestrutura escolar e formação docente no desempenho dos estudantes na área de Ciências da Natureza]]></article-title>
<article-title xml:lang="es"><![CDATA[La influencia de la infraestructura escolar y formación docente en el desempeño de los estudiantes en el area de las Ciencias de la Naturaleza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Gilvane Lima Sobrinha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Izaias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia Programa de Pós-Graduação em Ensino de Ciências da Natureza ]]></institution>
<addr-line><![CDATA[Rolim de Moura Rondônia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Rondônia Laboratório de Biodiversidade e Conservação ]]></institution>
<addr-line><![CDATA[Rolim de Moura Rondônia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012025000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. As in other countries, Brazil has used standardized tests as a tool to measure the quality of education. The Ministry of Education, incorporated large-scale assessments into its educational policy in the early 1990s through the System for Basic Education Assessment. In addition to the exam used to assess elementary school, students are also assessed through the National High School Exam, created in 1998 to assess school performance at the end of Basic Education. This study investigates student performance of Brazilian state public schools in the 2017 National High School Exam [ENEM] area of Natural Sciences. We compared student performance between different types of public schools localized in urban and rural areas. In addition, the factors that may cause these differences were assessed. The influence of school infrastructure, proportion of teachers with training in the area of Natural Sciences, and teacher qualification was evaluated upon student performance. Student performance varied by the type of school and between both rural and urban schools with the higher scores founded in civic-military schools and urban areas. Among the factors evaluated, school infrastructure was the most important factor in student performance, followed by the proportion of teachers with a background in Natural Sciences, and finally, teacher qualification. The heterogeneity of performance between school type and location shows how much we still need to improve resource management, school infrastructure, teacher training and qualification.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Assim como em outros países, o Brasil tem utilizado testes padronizados como ferramenta para medir a qualidade da educação. O Ministério da Educação, incorporou as avaliações em larga escala em sua política educacional no início dos anos 1990 por meio do Sistema de Avaliação da Educação Básica (Saeb). Além do exame utilizado para avaliar o ensino fundamental, os estudantes também são avaliados por meio do Exame Nacional de Ensino Médio (ENEM), criado em 1998 para avaliar o desempenho escolar ao final da educação básica. Este estudo investiga o desempenho dos estudantes de escolas públicas estaduais brasileiras na área de Ciências da Natureza, no ENEM de 2017. Foi comparado o desempenho dos estudantes entre diferentes tipos de escolas públicas e entre escolas localizadas em áreas urbanas e rurais. Além disso, os fatores que podem causar essas diferenças foram avaliados. A influência da infraestrutura escolar, proporção de professores com formação na área de Ciências da Natureza e qualificação docente no desempenho dos estudantes foi avaliada. O desempenho dos estudantes variou com o tipo de escola frequentada e entre escolas rurais e urbanas, com os melhores desempenhos sendo apresentado por escolas cívico-militares e localizadas em áreas urbanas. Entre os fatores avaliados, a infraestrutura escolar foi o fator mais importante no desempenho dos alunos, seguido pela proporção de professores atuando nas suas respectivas áreas de formação e a qualificação destes professores. A heterogeneidade do desempenho entre tipo de escola e localização mostra o quanto ainda precisamos melhorar a gestão de recursos, a infraestrutura escolar, além da formação e qualificação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Así como en otros países, Brasil utiliza pruebas padronizadas como herramienta para medir la calidad de la educación. El Ministerio de Educación, ha incorporado las evaluaciones en larga escala en su política educacional a principios de los años 1990 por medio del Sistema de Evaluación de la Educación Básica. Además del examen utilizado para evaluar la enseñanza fundamental, los estudiantes también son evaluados por medio del Examen Nacional de la Enseñanza Media (ENEM), creado en 1998 para evaluar el desempeño escolar al final de la Educación Básica. El presente estudio investiga el desempeño de los estudiantes de escuelas públicas estatales brasileñas en el área de Ciencias de la Naturaleza, en el ENEM del año 2017. Fue comparado el desempeño de los estudiantes entre distintos tipos de escuelas públicas y entre escuelas ubicadas en zonas urbanas y rurales. Además, los factores que pueden causar esas diferencias fueron evaluados. La influencia de la infraestructura escolar, proporción de profesores con formación en el área de Ciencias de la Naturaleza y calificación docente en el desempeño de los estudiantes fue evaluado. El desempeño de los estudiantes ha variado con el tipo de escuela frecuentada y entre escuelas rurales y urbanas siendo los mejores desempeños presentados en escuelas cívico-militar localizadas en zonas urbanas. Entre los factores evaluados, la infraestructura escolar fue el factor más importante en el desempeño de los alumnos, seguido por la proporción de los profesores actuando en sus respectivas áreas de formación y la calificación de estos profesores. La heterogeneidad del desempeño entre el tipo de escuela y la localización ha enseñado cuanto aún necesitamos mejorar la gestión de recursos, infraestructura escolar, además de la formación y calificación de los profesores.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[student performance]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[school infrastructure]]></kwd>
<kwd lng="en"><![CDATA[quality of education]]></kwd>
<kwd lng="pt"><![CDATA[desempenho dos estudantes]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[infraestrutura escolar]]></kwd>
<kwd lng="pt"><![CDATA[qualidade da educação]]></kwd>
<kwd lng="es"><![CDATA[desempeño estudiantil]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[infraestructura escolar]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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