THE BASIC EDUCATION DEVELOPMENT INDEX (IDEB) IN SCHOOL MANAGEMENT: A REFLECTION ON ITS IMPLICATIONS

Abstract

Brazilian basic education has been the focus of public policies aimed at expanding access, student retention, and educational quality, with large-scale educational assessment and the Basic Education Development Index (IDEB) playing prominent roles. The general objective of this study was to analyze the implications of IDEB for school management, investigating its influence on the administrative and pedagogical organization of Brazilian public schools, as well as its contributions to and limitations regarding the assurance of quality in basic education. This study is a piece of bibliographic research characterized by a qualitative approach and an explanatory nature. Data collection involved secondary sources obtained from Google Scholar, the CAPES Journal Portal, and Scopus. Academic articles published between 2020 and 2026—in Portuguese or English—that addressed the implications of IDEB for the management of educational institutions were included. The study concludes that, while IDEB serves as an assessment and management tool, its results must be analyzed critically and within their specific contexts, taking into account the diverse realities of schools and the holistic development of students.