This work brings out the analysis and questioning the reality of the Basic Education
Development Index (IDEB) in two public schools in Araguaína, considering the indication
and the discursive merger that are under the Projeto Politico Pedagógico (PPP). Assuming
that the PPP is configured as a relevant document and established by law, especially the idea
that they create a reality and an identity for the school institution, it is necessary to carry out
this work, as it shows the way as schools, from the performance of its professionals, they give
a place to the national policy of IDEB. This policy makes up the size of the school
curriculum. Therefore, we sought to show how each school scales this policy and what kind
of relationship is presented in this dimension, with the PPP as a starting point. Therefore, we
prepared some questions such as: what is the role of PPP in the document condition that
creates a reality for the school? As mentioned in the IDEB PPP? What intervention actions
and confrontation of reading questions? In that sense the IDEB influence on the specifics of
the practices of school management? The analysis will show that the reality of IDEB is
constant within the PPP of the two schools, and the issue of school performance of students is
outlined, emphatically, with the IDEB numbers as the horizon. The strategic actions outlined
by the school take these figures into account, leaving trigger a relationship that, in this work,
we will call monolithically. It is a relationship that is marked by way of limitation, not having,
in many instances a criticality.
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