Abstract
The centrality acquired by external evaluation in recent decades did emerge questions about its implications for everyday school life, some of which are intended to be demonstrated in this paper, based on an ongoing master’s degree research conducted in four public schools from Sao Paulo. The aim is to explore and analyze possible ways of appropriation of these assessments’ results by school management teams. Initially, we seek to indentify elements to conceptualize school management assignments and understand the trajectory of external assessment in basic education, and provide information on the methodology used. After that, we present data collected in field interviews and describe experiences, conceptions and reluctance from management teams over external evaluations. We then conclude that, inside the schools, from the management team’s perspective, there is concern and tension between the potentials and limits of external evaluations’ contribution on quality improvement of teaching.
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