SAEB AND IDEB IN BRAZILIAN PUBLIC BASIC EDUCATION: DEFINITIONS, USES, AND IMPACTS ON PEDAGOGICAL PRACTICES AND SCHOOL MANAGEMENT

Abstract

 In the context of Brazilian public basic education, the consolidation of large-scale assessment systems, such as SAEB and IDEB, has assumed a central role in monitoring the quality of education and guiding educational policies. These instruments are widely used to diagnose school performance, support educational management, and guide decision-making at different administrative levels. The general objective of this research is to analyze the definitions, uses, and impacts of SAEB and IDEB on Brazilian public education, with an emphasis on their repercussions on pedagogical practices, school management, and the formulation of public policies. This is a bibliographical research, with a qualitative and explanatory approach, in which scientific articles published in the last five years (2021–2026), in Portuguese and English, available in the Google Scholar, CAPES Periodicals Portal, and Scopus databases, specifically addressing the theme of educational assessment and its developments in the Brazilian context, were included. The studies analyzed show that, although SAEB and IDEB contribute significantly to educational diagnosis and the organization of evidence-based public policies, their effects on daily school life are complex, directly influencing pedagogical practices and management processes. It is observed that these indicators have induced curricular reorganization, the strengthening of monitoring practices, and the intensification of data use in school management, while simultaneously raising challenges related to the standardization of teaching and the centrality of quantitative results. Despite the observed progress, limitations persist regarding the capacity of these instruments to encompass the complexity of the educational process, highlighting the need for a more critical, contextualized use, articulated with other dimensions of the quality of basic education.