This article presents a mapping and analysis of the thematic tendencies of the Brazilian scientific production around the System of School Performance Evaluation of the State of São Paulo (SARESP), regarding the period from 1996 to 2011, systematizing 42 theses and selected dissertations, starting from the following categories: area of expertise, the timeline of the scientific production (chronology), institutional origin, regional distribution, the guiding principles, axes and thematic tendencies. A disposition was verified on the part of the researchers in analyses related to the students' results of the SARESP examinations, concerns for the technical aspects of the constitution of these evaluations and the students' productions, especially in the Portuguese and Mathematics fields, as well as analyses of the impacts of this evaluation format in the school context. It was found a predominance of an epistemic community, hegemonic in the discourse-theoretical terms, and anchored in the paradigm of the conflict.
SARESP; Large-scale assessment; Educational assessment; Basic Education
