This research is centered in a discussion about the System of Evaluation of Basic Education - SAEB, focused on Elementary Education, which is constituted through standardized tests, aiming at reaching goals that enable the improvement of educational quality through the creation of policies public policies. This research is characterized by a qualitative study, which aims to analyze the influences of SAEB in the management and development of teaching-learning in E.M.E.F Irene Rodrigues Titan, located in the municipality of Castanhal - PA. The methodological course was established based on a bibliographical survey and data collection, where semi-structured interviews were conducted with the Manager, Coordinator and Teachers of the educational institution, as well as the use of content analysis as a technique for data treatment. Thus, the research showed that, although Brazil currently has a Consolidated Educational Evaluation Policy, there are several limitations that interfere in the teaching-learning process, influencing the Basic Education Development Index (IDEB), thus generating, major challenges for the field of education policies. If on the one hand the evaluation policy presents results that should generate adjustment policy in relation to the demands, on the other hand these results are not fruit of the approach and later reflections of questions that interfere decisively in the learning process, that is, the factors taken in the large-scale evaluation do not consider other markers, especially social markers that significantly interfere with the results of these evaluations.
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