Este artigo discute o panorama da educação brasileira, destacando os processos de avaliação em larga escala implementados nas décadas de 1990 e 2000. Faz referência aos três níveis (federal, estadual, municipal) em que estas avaliações operam, e sua abrangência desde os segmentos iniciais da educação básica até à pós-graduação. Analisa os últimos cinco anos como fase de síntese, estruturação e consolidação de um quadro geral de ação política referente a processos externos de avaliação em larga escala no Brasil, o qual passa de um nível de diagnóstico, para o de significados pautados pelo pragmatismo e operacionalização.

This article discusses the landscape of education in Brazil, highlighting the processes of large-scale evaluation implemented in the 1990s and 2000. Refers to three levels (macro, meso and micro) in which these assessments are operating and its coverage since the initial segments of basic education to postgraduate studies. The analysis examines the state from his public action, to understand its logic of intervention and identify their dynamic joints with society. Resumes initially important elements of the legal framework of the Brazilian education and socio-historical changes that accompany them, considering: the range requirement, participatory issues in education and assessment procedures on a large scale. Join the last fifty years a considerable expansion in the range of the Brazilian state accountability regarding the provision of compulsory and free education: 1960 7-10 years and, in 2009, now covers 4 to 17 years. The democratization of education, long demanded by Brazilian society, is included in the Federal Constitution in 1988 under the term “democratic management”. But a new form of management education takes account of educational systems, prevailing evaluative ways, the search for indicators, rankings, productivity. The forms as state action progressively incorporate practices and alternatives drafted by civil society organizations which highlight companies, banks, NGOs, foundations and social movements. Entrepreneurs are assumed as social actors become interlocutors of different governmental Brazilian. There is an intensification of procedures and comprehensive external evaluations that overlap the different levels and types as education, from basic education to graduate. In terms of basic education assessments that established in the 1990s, intensify and consolidate in 1995, taking new dimension in 2005 with “Prova Brasil”. This informs the level of academic achievement in reading and mathematical problem solving for school, county, showing a gain in terms of thoroughness and detail of information compared to earlier diagnosis and assessment procedures. The text analyzes the past five years as synthesis phase, structuring and consolidation of a general framework for political action concerning the external evaluation on a large scale in Brazil, which is a diagnostic level for the meanings guide by pragmatism and operationalization. The synthetic indicators convey understanding about the conditions of development of education and provide ratings producing a sense that standardizes common understandings about the Brazilian education.


Cet article examine les perspectives pour l’éducation brésilienne, mettant en évidence les processus de grande échelle d’évaluation mise en œuvre dans les années 1990 et 2000. Il se rapporte à trois niveaux (fédéral, étatique, municipal) qui opèrent dans ces évaluations, et leur champ d’application depuis les segments initiaux de l’éducation de base jusqu’aux cours de master et doctorat. On analyse les cinq dernières années en tant que phase de synthèse et de consolidation d’un cadre général de l’action politique concernant l’évaluation externe sur une grande échelle au Brésil, laquelle passe d’un niveau de diagnostic pour celui des sens guidés par le pragmatisme et l’opérationnalisation.