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Criticism of colonialism has been a constant in academic work concerned with external assessments and their effects on school reality. The consolidation of the National System for the Evaluation of Basic Education - SAEB - and its instruments are being conceived as part of a set of educational policy proposals that subalternise and incisively mark the pedagogical practice of Brazilian schools, producing an educational reality that is coherent with the current policies of the Ministry of Education. The main aim of this text is to investigate these guidelines, verifying the fragility of this school practice, based on the theoretical/practical position of the management and pedagogical coordination in one of the public schools in the municipality of Rio Branco, state of Acre/Brazil.
About the author
He has a Master's degree in Literature from the Federal University of Acre (UFAC) and a degree in Pedagogy from the University of Brasília (UnB). He has experience in teaching and management in basic and higher education. He is currently Curriculum Coordinator at the Teaching Development Support Department of the Pro-Rectory of Undergraduate Studies at the Federal University of Acre/Brazil.
