Large-scale evaluation and BNCC: strategies to managerialism in education

Abstract

This article has the purpose to analyze the relation between policies of large-scale evaluation and the National Curricular Common Base (BNCC), in the sense of identifying the managerialism’s elements in the dimensions of educational control and results. We presented the following question: what are the contents present in the large-scale evaluation policies and curricular that are close to the management perspective in the dimensions of control and results in education? We developed a qualitative research, using bibliographic and documental sources. Upon the methodological procedures, we divided the study into two stages: we analyzed bibliographies regarding the State, evaluation’s public policies, curricular policies and the management perspective in education; in the BNCC’s content, we identified managerialism elements and we related them to the large-scale evaluation policies. In the article, we systematized these methodological steps into two sections. In the final considerations, we indicated as our studies’ main results that the creation of a National Curricular Common Base is justified by the necessity of intensification on State’s control of the pedagogic work developed at school, and of the content to be taught to students, in order to adjust the teaching and learning to the competencies and abilities’ list demanded by the indicators of the large-scale evaluations. From the BNCC’s perspective, the basic education’s purpose becomes the measurement of results via evaluation processes as the Students International Evaluation Program and the national large-scale evaluations, like Prova Brasil.