<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000300110</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.7</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ambiente de aprendizagem em sala de aula e Desempenho escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Classroom learning environment and school performance]]></article-title>
<article-title xml:lang="es"><![CDATA[Ambiente de aprendizaje en el aula y rendimiento escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martinelli]]></surname>
<given-names><![CDATA[Selma de Cássia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muelle-Zúñiga]]></surname>
<given-names><![CDATA[Nathalie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Larissa Jessica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>110</fpage>
<lpage>126</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Investigar e comparar as percepções de estudantes com níveis diferentes de desempenho escolar, no que diz respeito à harmonia e cooperação entre os pares, participação e envolvimento com a aprendizagem e apoio da equipe de professores.  Metodologia.  Foram constituídos 04 grupos que representavam níveis diferentes de desempenho escolar. A amostra foi composta por 152 estudantes, provenientes de uma escola de ensino fundamental, de um município do Brasil. O grupo cursava do 6º ao 9º ano escolar, com idades entre 11 e 15 anos (M=12.65; DP=1.34), com um total de 101 (66.40%) participantes do sexo feminino.  Resultados.  Os resultados revelaram que houve diferenças significativas entre as percepções de participação e envolvimento com a aprendizagem do grupo de estudantes e o apoio da equipe docente e essas diferenças foram mais positivas para estudantes que tiveram melhor desempenho.  Conclusões.  Em geral, observou-se diferenças na percepção do grupo de estudantes sobre o ambiente de aprendizagem. Acredita-se que os resultados desse estudo podem ser úteis para orientar o trabalho do corpo docente e as políticas públicas de educação, sobre o impacto do ambiente de sala de aula para a qualidade do ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Goal.  Investigate and compare the perceptions of students with different levels of school performance regarding harmony and cooperation among peers, participation, and involvement with learning and teacher support.  Methodology. There were 04 groups with different levels of school performance. The sample was composed of 152 students from one elementary school, in a Brazilian city, from 6th to 9th grade, aged 11 to 15 years old (M= 12.65; SD= 1.34), with 101 (66.40%) female participants.  Results.  The results revealed significant differences between the perceptions of participation and engagement with learning and teacher support and were more positive for those who had better school performance.  Discussion.  In general, differences were observed in the perception of the students about the learning environment. It is believed that the results obtained can be useful to guide teachers and public education policies on the impact of the classroom environment on the quality of teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. Investigar y comparar las percepciones de estudiantes con diferentes niveles de rendimiento escolar, respecto a la armonía y cooperación entre pares, la participación y desenvolvimiento con el aprendizaje y el apoyo del profesorado.  Metodología.  Se formaron 04 grupos con diferentes niveles de rendimiento escolar. La muestra fue compuesta por 152 estudiantes de primaria de un municipio brasileño, que cursaban del sexto al noveno año de educación básica, con edades entre 11 a 15 años (M = 12,65; DE = 1,34), con un total de 101 (66,40%) participantes del sexo femenino.  Resultados. Los resultados revelaron diferencias significativas entre las percepciones de participación y desenvolvimiento con el aprendizaje del estudiantado y el apoyo del profesorado. Se pudo observar que estas diferencias fueron más positivas para estudiantes que tuvieron un mejor rendimiento.  Conclusiones.  En general, se observaron diferencias en la percepción del alumnado sobre el ambiente de aprendizaje. Se cree que los resultados obtenidos pueden ser útiles para orientar al profesorado y las políticas públicas de educación, sobre el impacto del ambiente de aula para la calidad de la enseñanza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[clima escolar]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[relações interpessoais]]></kwd>
<kwd lng="en"><![CDATA[Classroom]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="en"><![CDATA[interpersonal relationships]]></kwd>
<kwd lng="en"><![CDATA[school environment]]></kwd>
<kwd lng="es"><![CDATA[Aula]]></kwd>
<kwd lng="es"><![CDATA[clima escolar]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[relaciones interpersonales]]></kwd>
</kwd-group>
</article-meta>
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