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This paper aims at an analysis of the current Brazilian educational policies for school inclusion posed by the Federal Government amidst a scenario of external evaluations towards the internationalization of education. Between the inquiry of the school as an environment of social reproduction and the problematization of an efficiency-oriented education, there is the incoming of great populational contingents in the school environments, contingents that have been showing poor efficiency in the evaluations of many public institutions of early child, primary and secondary education. The arising of these policies happen after the publishing and broadcasting of these negative results and their aims are to reach better levels in relation to the goals established by the international organizations that regulate them. The methodology of this study has approaches with State of Knowledge and it was realized since Content Analysis of publications from 2010 to 2015 in meetings of National Association of Postgraduate and Research in Education (ANPEd). The conclusions point to the presence of national democratizing policies limited by international pressures and by the tension between a traditional context, a neo-liberal context and an emergent one.

POLÍTICAS EDUCACIONAIS DEMOCRATIZANTES NO BRASIL E A INTERNACIONALIZAÇÃO DAS AVALIAÇÕES DAS ESCOLAS EM UM CONTEXTO EMERGENTE