Abstract
Global policies on education reveal not only the regulation of cognitive processes, but also practical assessment focused on tests, not only to evaluate and adjust students’ learning, but also the proficiency of the teachers themselves. On accepting as valid the idea that schools and basic education are confronted with a model beyond the bureaucratic system, aiming the standardization of results, this article focuses on an analysis of educational policies shaped by the globalization, focusing on tests, and reflects in what sense this approach inserts significant changes in student learning and teaching. Finally, we concluded that globalization interferes with the education policy in terms of travelling policies, defining processes and assessment practices that lead to the learning’s standardization and teachers’ disqualification.
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