AVALIAÇÃO: REGULADORA OU EMANCIPATÓRIA?

Abstract

This article leads to discussion about the central role that the educational assessment has fulfilled in the formulation and implementation of educational policies assuming a structural function in the conservative and neoliberal reforms taking place in central countries as the United States and England among others, and the transposing of model countries as the United States and England among others, and transposing of the model to Latin America and to Brazil. The findings in the study of the academic production in the assessment of elementary schools in Brazil, published in ten national newspapers between 1990 and 1998, are presented in the perspective of offering markers to analyze the functions of controlling by the state public schools, and the introduction of the market logic in the assessment of a large quantity of the students¿ production, dealing with the possibilities and limits of assessment become a political practice of emancipation.