Fernando Enguita (2006, p.12), in his book educating in times uncertain draws attention to some of the concepts already described and (re) says what I said before: one of the debates, more insistent and warmed-over around the school institution has always been his paper was player or transformer, i.e. contributed to preserve society or to change it. And, I am obviously convinced that school can be both reproductivista and transforming of human subjects, however, depends on just how the law is carried out. Brazilian schools, in general, have submitted to a contingent of students with high deficits in learning and demotivation in their classrooms, posed while that educators, constant search about who or what it produces a reality so constantly tested by the results of evaluations macro-estructurales, whether international or national, as the SAEB (System of evaluation in basic education), Prova Brazil, as PISA (International Programme of student assessment). The most obvious contemporary educational theories, highlighted that the assessment of learning should be carried by obtaining, in systematically planned steps, precise information on what knowledge of the pupils, and their consequences in their process of development and training, stressing the importance of the assessment of knowledge expressed by his performance against the tasks proposed by school.
PCNs (1998), reinforce this idea when he proposes that the purpose of the evaluation is to ensure the construction of knowledge and the effective and meaningful learning by students with relevant mediations of teachers. The attitudes Express formation and the values of the subject, being learning concern both for environment internally experienced at school as per the proposals of activities experienced by the student body externally. In accordance with Stephaen Ball (2006, p. 11): () the organisational structures, cultures and values, financing systems, roles and management styles, social relations () have undergone changes generic. Because towers and Coraggio, (1995, p. 117) argue that the school system we have a type of machine’s life, has a sterile training and or understand it and not modify it, can not since it integrates a set of ethical and political principles.