Deferred elimination: the twilight of the popular classes within schools and the concealment of the (bad) quality of teaching

This study criticizes the ways MEC-INEP is implementing assessment policies based on "responsabilization". It also proposes an alternative form to deal with the problem based on "negotiated quality" in a bilateral involvement of the State and school. It suggests initial elements for a State policy in the field of assessment and sees the process of the institutional assessment of school as the link between the external assessment of system and school and its professionals. It alerts to the fact that unilateral responsabilization policies will lead to configure schools for the poor and schools for the rich. It also highlights the risk that the external assessment systems centralized at government level conceal, with such statistical indicators as the IDEB, the difficulties faced by the popular classes to learn within school, and legitimate strategies that only lead to deferring their exclusion - despite a discourse of transparency and responsibility.

Deferred elimination; Institutional assessment; System assessment; Responsabilization; Negotiated quality

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