External evaluations and accountability as education regulation policies

Abstract

This paper discusses the aspects that make up na education regulation policy, especially external evaluations and educational accountability, elucidating some relationships between these aspects and their possible implications – search for results, accountability and provision of accounts – for the schools and professionals who work in thes espaces. The objective is to present the main constitutive elements of education regulation policies. This is a qualitative approach research carried out through a Systematic Literature Review, in which scientific articles published in Portuguese by educational journals were selected, from 2013 to 2021, which investigated educational accountability as a predominant element of education regulation policies, associated with external evaluations. Among the main results, it is high lighted that education regulation policies have common elements in their constitution, but they also have some aspects that are different. These policies, when focused on external evaluations, can generate, on the one hand, contributions and, on the ot herhand, limits to the evaluation of the quality of public education. Therefore, the adoption of this type of policy hás implications for teaching work, such as accountability and provision of accounts based on the search for results.