Qualidade da educação e avaliações externas na escola pública: uma revisão sistemática da literatura

Abstract

In this text, the aim was to understand the meaning of the category of quality in/of education as a guiding element of educational public policies within the context of public schools. To achieve this purpose, a Systematic Literature Review was conducted based on theses and dissertations published between 2022 and 2024, available in the CAPES Theses & Dissertations Catalog. The review process led to the selection of 12 studies addressing the relationship between the category of quality, external assessments, and public schools. The findings indicate that external assessments and educational public policies derived from their results influence the understanding of the category of quality according to market-oriented logics in public schools, from the perspective of business-oriented quality. Nevertheless, some schools resist and preserve an understanding of quality as something whose meaning is constructed and changes according to the context, positioning themselves in defense of social quality. The results of the review, also indicate that, based on collective reflection, in which school management acts as a mediator between public policies and the school community, it is possible to consider the use of large-scale assessment results as a pedagogical tool to improve teaching, while preserving, however, what constitutes public schooling: democracy and public management.