Large-scale evaluation policy: "education for all" or exclusion on behalf of "quality"?

Abstract

The education assessment policy in Brazil goes through dubious paths and never perceived repercussions, involving directly in the school routine, teachers and students, giving rise to problems found on the impacts, especially with regard to the most improved forms of exclusion. In this perspective, this article discusses the current policy of evaluating large-scale basic education, implemented in the 1990s, and its relation to the exclusion process. For that, a theoretical/bibliographical research was carried out in which an analysis on the concept of "education for all" was presented, until the emergence of the new ideals proposed for education based on the "Todos pela Educação" movement. In addition, it addresses the implementation process, the instruments used and the repercussions of the large-scale evaluation policy in Brazil. In this way, it is observed that in the search for results, the process of struggles and the historically conquered conquests about education are lost as a public good, a right of all, which can not be reduced to numerical measurement, Thus an exclusion mechanism in the name of "quality".