Implications of large-scale assessments in Basic Education schools: a literature review
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Abstract
This article presents results of a bibliographic review study that aimed to analyze the implications of large-scale evaluations in primary schools. Were selected 12 articles in a survey carried out on the Capes Journal Portal, which found 118 articles. It was concluded that evidence of the centrality of large-scale assessment in the school routine can be noticed, among others, by pedagogical initiatives to train students for the tests, by intensifying the teaching work and imposing on the schools responsibility for their results, by concealment. The educational inequalities produced by the economic and social contracts inherent to the historical disorderly territorial occupation of Brazilian municipalities and by the processes of exclusion of inclusion students.
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