Avaliações externas e gestão escolar na escola pública: uma revisão sistemática da literatura

Abstract

Educational reforms implemented in Brazil since the 1990s have reshaped the organization of public schools and the nature of school management. Within this context, this study investigates the evaluation culture in educational policies and its repercussions on both the role of school management and the social function of the school. To achieve this, the research is characterized as an exploratory study with a qualitative approach, employing a Systematic Literature Review (SLR) as its research method. The methodological protocol involved mapping theses and dissertations on the topic within the Capes Database of Theses and Dissertations, spanning the 2021–2026 timeframe. Based on this survey, a final analysis of 13 studies was conducted. The results indicate that external evaluations have expanded state control over schools and imposed targets and results-oriented demands on management. This process generates tension, as administrators attempt to sustain democratic management while coping with the pressures of a managerialist logic that frequently narrows the curriculum and overlooks local realities and social inequalities. However, evaluations prove useful when critically integrated into school planning. For data to translate into actual pedagogical improvements, technical support and professional training are essential, preventing the school from becoming merely a test-preparation environment.