Abstract
Based on the belief that the involvement of schools in self-assessment processes allow them to better know each other and, based on this knowledge, make decisions that contribute to social justice, a study was developed focused on two education policies in Portugal, both justified in this intention and which require the use of self-evaluation. The data collected from semi-directive interviews with school principals, teachers, self-evaluation team coordinators and the ex-minister of education responsible for the evaluation law allows concluding that self-evaluation, due to the knowledge it provides from situations experienced and the effects generated, can support curricular justice practices that promote social justice. However, to do so, it must not be limited to the results obtained in national exams and on performative logic.
SCHOOLS; EVALUATION; SELF-EVALUATION; JUSTICE