<?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>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162022000100100</article-id>
<article-id pub-id-type="doi">10.17227/rce.num84-11697</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Profundizando en la segregación escolar por nivel socioeconómico en América Latina. Un estudio en cuatro países prototípicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Deepening School Segregation by Socioeconomic Level in Latin America. A Study in Four Prototypical Countries]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprofundando na segregação escolar por nível socioeconómico na América Latina. Um estudo em quatro países prototípicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murillo]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Graña]]></surname>
<given-names><![CDATA[Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<numero>84</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162022000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162022000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162022000100100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo de investigación tiene como objetivo profundizar en la segregación escolar por nivel socioeconómico en centros de educación primaria de América Latina, mediante la determinación del perfil de segregación de cuatro países prototípicos: Colombia, Perú, República Dominicana y Uruguay. Para ello, se ha realizado una exploración secundaria de cuatro bases de datos de evaluaciones nacionales de carácter censal con una muestra total de 961 376 estudiantes escolarizados en 27 116 escuelas. Para estimar los perfiles de segregación se han utilizado los índices de Gorard, raíz cuadrada y aislamiento, calculados para 19 grupos minoritarios. Los resultados muestran, en primer lugar, que Colombia presenta los niveles de segregación globalmente más altos para todos los grupos de estudiantes, especialmente para familias con menor nivel socioeconómico. Perú registra cifras análogas a Colombia. Sin embargo, los resultados indican que posee las cifras más altas de segregación para los grupos con menor nivel socioeconómico (del P5 a P15), superando en estos puntos a Colombia. Uruguay, por su parte, tiene una segregación más moderada para estudiantes con familias de menor nivel socioeconómico, pero muy alto para los de mayor. Y República Dominicana, por último, presenta un perfil con una segregación más moderada para todos los colectivos. Con todo ello, en primer lugar, se puede concluir la importancia de profundizar en el conocimiento de la segregación escolar, superando la tradicional visión de reducirlo a un número. Además, se ha evidenciado la necesidad de diseñar políticas educativas públicas más ajustadas a la situación de cada país y de cada colectivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research is to deepen school segregation by socioeconomic level in primary schools in Latin America, establishing the segregation profile of four prototypical countries: Colombia, Peru, Dominican Republic and Uruguay. For this, a secondary exploitation of four national census evaluation databases has been carried out, with a total sample of 961,376 students enrolled in 27,116 schools. To estimate the segregation profiles, this research has applied the Gorard, Square Root and Isolation indices, calculated for 19 minority groups. The results show, first of all, that Colombia presents very high levels of segregation for all groups of students, but especially in students from families with a lower socioeconomic level. Peru shows figures similar to Colombia. However, the results indicate that it has the highest segregation figures for groups with a lower socioeconomic level (from P5 to P15), surpassing Colombia in these points. Uruguay, on its side, has a more moderate segregation rate for students from families of lower socioeconomic status, but it is very high for those from higher status. Finally, the Dominican Republic presents a profile with a more moderate segregation rate for all groups. With all this, we can conclude the importance of deepening knowledge of school segregation, overcoming the traditional vision of reducing it to a number. In addition, it has become evident the need to design public education policies that are more adjusted to the situation of each country and each group.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo de pesquisa tem como objetivo aprofundar na segregação escolar por nível socioeconômico em centros de ensino fundamental da América Latina, por meio da determinação do perfil de segregação de quatro países prototípicos: Colômbia, Peru, República Dominicana e Uruguai. Para isso, foi realizada uma exploração secundária de quatro bases de dados de avaliações nacionais de caráter censório com uma amostra total de 961.376 alunos matriculados em 27.116 escolas. Para estimar os perfis de segregação, foram utilizados os índices de Gorard, raiz quadrada e isolamento, calculados para 19 grupos minoritários. Os resultados mostram, em primeiro lugar, que a Colômbia apresenta os maiores níveis de segregação globalmente mais elevados para todos os grupos de alunos, especialmente para as famílias com um nível socioeconômico mais baixo. O Peru registra números semelhantes aos da Colômbia. No entanto, os resultados indicam que possui os maiores índices de segregação para grupos de menor nível socioeconômico (de P5 a P15), superando a Colômbia nesses pontos. O Uruguai, por sua vez, tem uma segregação mais moderada para alunos com famílias de nível socioeconômico mais baixo, mas muito alta para os maiores. E por fim, a República Dominicana, apresenta um perfil com uma segregação mais moderada para todos os coletivos. Com tudo isso, em primeiro lugar, é possível concluir a importância de aprofundar no conhecimento sobre a segregação escolar, superando a visão tradicional de reduzi-la a um número. Além disso, tornou-se evidente a necessidade de desenhar políticas públicas educacionais mais ajustadas à situação de cada país e de cada coletivo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[segregación escolar]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[nivel socioeconómico]]></kwd>
<kwd lng="es"><![CDATA[política educativa]]></kwd>
<kwd lng="en"><![CDATA[school segregation]]></kwd>
<kwd lng="en"><![CDATA[Latin Americans]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[socioeconomic status]]></kwd>
<kwd lng="en"><![CDATA[educational policy]]></kwd>
<kwd lng="pt"><![CDATA[segregação escolar]]></kwd>
<kwd lng="pt"><![CDATA[America Latina]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[nível socioeconómico]]></kwd>
<kwd lng="pt"><![CDATA[política educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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