The simplification of the actual school curriculum through large-scale evaluation within the framework of municipal managerialism: consequences for the quality of public schools

The text examines the simplifying effect of the actual school curriculum through a large-scale evaluation of pedagogical practices of two public municipal schools with a higher and lower Education Development Index (IDEB), by an education management guided by managerialism, from the research results in a city in the interior of Bahia, Brazil. Therefore, the study investigated the forms of monitoring and vertical commands, financial incentives tied to performances and effects on teaching work intertwined with school evaluation, curriculum determination, and pedagogical practices. With the support of Historical and Dialectical Materialism in corresponding theoretical references, documentary research and interviews with school managers and teachers, the conclusions point to public education with a damaged social quality, lacking proper attention to the historically constituted problems, following a logic focused on educational indicators that emphasizes competitiveness, individualism, accountability, and exclusion.

Keywords:
Managerialism; Accountability; Large-Scale Evaluation; Curriculum