EDUCATIONAL ASSESSMENT: SAEB, ITS ASSUMPTIONS, PURPOSES AND REPERCUSSIONS

Abstract

This article is about Saeb - Sistema de Avaliação da Educação Básica (Basic Education Assessment System), in view of its impact on the (re)formulation of educational public policies in Brazil. As a precursor to students and educational networks performance admeasurement exams, we seek to discuss the official documents that deal with the organization, characteristics and functions of Saeb, through research and documental analysis of the Reference Documents - Version 1.0 (2018). The results indicate that Saeb brings with itself nuances of neoliberal ideology by establishing a pattern of competence to be achieved by students, disregarding the social context in which they are inserted, as well as submitting to the logic of productivity, with a consequent ranking of participating schools. The study points out that evaluation mechanisms must guarantee quality teaching for all, respecting the specific needs of each student and school, as well as quantitative data must be used as decision-making tools for pedagogical practices.