| Resumo: | The aim of this study was to investigate the possible influence of the sociometric status of students on the teachers’ perception regarding their academic performance. The investigation involved 276 students between seven and 10 years old, from the second, third and fourth school years. It was used an assessment of social status and an assessment of reading and writing repertoires. The procedure involved: (a) students’ evaluation and identification of the sociometric status, (b) teacher’s indication of students with low academic performance and (c) indicated students’ academic performance assessment. Regarding the sociometric status, 20% of students in the general group were perceived as popular and 13% as unpopular. In the group of students indicated by teachers, 2% were students rated as popular and 22% as unpopular. The difference between the indicated group (b) and the general group (a) was confirmed statistically by the resampling method. Lastly, the academic performance assessment revealed that unpopular students nominated by teachers had better school performance than their popular peers. Possible relationships between social variables and the teacher’s assessment are discussed.
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