SCHOOL MANAGEMENT AND INSTITUTIONAL EVALUATION POLICIES: REFLECTION ON THE BRAZILIAN SCENARIO

Abstract

This literature review article critically analyzes the interface between school management and institutional evaluation policies within the Brazilian educational context. It is based on the understanding that both dimensions are central to the organization and development of schools, especially in the face of contemporary demands for quality, equity, and efficiency. The study discusses the theoretical foundations of school management and institutional evaluation, examining how these elements interact, conflict, or complement each other in educational practices. The analysis highlights the impacts of results-based and accountability-driven evaluation policies, emphasizing the challenges these approaches pose to school autonomy and democratic management. In contrast, the text presents reflections on experiences and proposals that reframe evaluation as a formative and participatory process. It concludes that school management, when aligned with a critical, ethical, and contextualized institutional evaluation, can contribute to strengthening public education with social justice.