National evaluations in large scale, state control and freedom of professions

Abstract

This article proposes to analyze the pedagogical effects of academic evaluations on a large scale in Brazil today and their legal representation on the freedom of professions of the subjects involved, dialoguing with authors involved with the themes. Large-scale assessments are pedagogical instruments used in the teaching-learning process as references that guide their desired results. These instruments are useful for guiding the actors involved in pedagogical issues, seeking to improve the quality of these processes, in favor of the formation of autonomous and capable individuals for the exercise of their full citizenship. However, in the current national state formats, the respective instruments conduct this process in a manner aimed at serving diverse interests, making use of its concatenated projection on the spaces of autonomy. In this sense, it is also proposed the reflection that this restriction, in practice, violates the constitutional norms that ensure the freedom of professorship of the subjects involved in Education, reducing their dimensions of will and availability necessary to the democratic and social ideal provided for in the Brazilian Magna Carta. Overlapping the historical and philosophical pedagogical context with the experiences reported on this format perspective, the text proposes the legalistic treatment of the conjuncture.