In this sense Freitas agrees that this

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Process is necessary, but susceptible to contradictions. He criticizes the mistaken idea that higher grades mean a good education and that poverty becomes just an excuse for school failure; discourse that covers up the very reality of poverty, the lack of adequate conditions for learning and blames schools and teachers for the failure of poor children. Despite the complexity of the topic, it is important to highlight some positive aspects that large-scale assessments provide, according to research by Bauer, Alavarse and Oliveira (2015, p.1377), the definition of standards and expectations for student learning, “ serve as a guide for teachers’ planning in order to identify possible learning gaps”. Another relevant aspect concerns the information generated from the application of tests and results obtained, which is made available to teachers for eventual decision-making.

They also produce information for the community about the quality of teaching, especially the curricular components, in addition to making teachers and students motivated and Phone Number List seeking to improve their performance ( Ibidem ). The results obtained in the process must serve as a basis for future interventions by managers, teachers in the classroom and the entire school community (CARLOS, 2016, p. 54). And so, carry out a broad diagnosis of learning in the classroom at school and education network. In this sense, it is possible, for example, to get to know students better in other aspects, not just cognitive, to promote reflection on social aspects and educational results. Blasis (2013, p.255) shows that external assessments cover important aspects of.



School activities, such as reading and problem-solving skills. The content approach presupposes the connection of these assessments with the reality and pedagogical work of each school or education network, which can lead to reflection on school practices and the development of actions to improve the quality of education and guarantee learning for all. Therefore, large-scale assessment is a tool that can greatly contribute to the teaching-learning process by revealing the contents to be prioritized, in addition to proposing macro-level strategies for the educational system and management. This highlights its importance for schools, education networks and society. 3. CREATION AND IMPLEMENTATION OF ADE IN SCHOOLS IN THE MUNICIPAL NETWORK OF MANAUS.