Políticas de avaliação em larga escala na educação básica: Do controle de resultados à intervenção nos processos de operacionalização do ensino

Abstract

This article discusses the panorama of education in Brazil, highlighting the processes of large-scale assessments implemented in the 1990s and 2000s. It refers to the three levels in which these assessments are operating (federal, state and municipal or macro, meso and micro), and their coverage from the initial segments of Basic Education to Postgraduate studies. It analyzes the last five years as a stage of synthesis, structure and consolidation of a general framework for political action related to external processes of large-scale assessment in Brazil, from a diagnostic level to the meanings guided by pragmatism and operationalization.