Abstract
The aim of this study is to reconstruct the daily assessment practices of final exams identified with local educational policies and, to some extent, also regulated schooling for certain social groups, as in Novo Hamburgo/RS. The research developed from the perspective of cultural history uses the methodology of document analysis. We attempted to reconstruct context scenarios that identified trademarks educational policies of an era and demonstrated the fragility of this practice which began its process of democratic opening in the 1970s. The difference between the prescribed and practiced is evident in the data organized, not always what established guidelines and regulations is guaranteed in teaching practice. What still sets a question is the influence that development policies have played since 1968, an aspect that greatly improves the utilization of the final results of the institution under study.
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