Abstract
The accountability policy instrument is the large-scale assessments applied by national, state and municipal managers. This study aims to conduct a discussion on academic teacher education and school accountability policy (accountability school) developed in Brazil, observing its applicability in the educational evaluation policy. We carry out a bibliographic and documentary approach, based on the thinking of scholars: Bonamino and Sousa (2012), Brooke (2006), Horta Neto (2010), Hoffmann (2005), Dias Sobrinho (2003), Pontual (2008) among others. The study showed that in Brazil there are three types of educational evaluation policy; a diagnosis that has no implications for the school and the curriculum; another of bland accountability (low stakes) which has symbolic consequences for the school and its actors and the third classified as strong accountability (high stakes) causing inferences with the school and its actors.
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