This article is based on the theoretical background of the debate on the social role school education, therefore, by choosing to search for broad evaluation policies scale and its impacts on school, we are driven by concerns for changes in social and school reality, the indignation facing school failures and the unreservedly willing to make existing democratic educational experiences visible. O text presents results of investigations carried out within the search group. discussing the impact of large-scale testing on the cotidye of schools in the city of Rio de Janeiro, focusing on the practices of teachers. Desvela also the astutias and tactics (CERTEAU, 2008) that happen in schools when the results of large-scale testing are linked to bonus policies. emphasis on meritocracy. Such tactics are shown in many ways. In particular, we highlight the practice observed in the schools surveyed, which, in order to increase their performance indices, the teaching team communicates to those responsible children with special educational needs that they can stay in box on days of external examinations. That measure reveals the extent to which the evaluation policy is concerned. external when associated with bonus policies has an important impact on the social role of the school. Studies cannot be generalised as they are case studies, but they reveal important issues for the field of evaluation in their relation to role social in school education.