Platformization and Evaluation in the AlfaMais Goiás: tensions between the Public and Private sectors

Abstract

This article aims to analyze the role of digital platforms in the assessment processes of the AlfaMais Goiás Program, highlighting the tensions between the public and the private in contemporary educational policy. In the post-pandemic context, marked by the intensification of the platformization of education, assessment assumes a central place in the logic of regulation and control, characteristic of the so-called “evaluative State” and accountability policies. The AlfaMais Goiás Program establishes an evaluation model based on the application of standardized tests, whose results are recorded and monitored through digital platforms, such as the School Performance Assessment System of the State of Goiás (SAEGO) and SIAM. These platforms not only automate assessment processes but also produce performance indicators that guide pedagogical, managerial, and financial decisions, such as granting incentives to schools with the best results. Methodologically, this is an exploratory and bibliographic study, with a qualitative approach, supported by document analysis. The theoretical framework is based on authors such as Grohmann (2020), D’Andrea (2020), Silva and Costa (2024), Antunes (2020), Harvey (2018), among others. The results indicate that the intensive use of platforms in assessment compromises teacher autonomy, reduces the complexity of pedagogical processes to numerical metrics, and reinforces ranking and competition practices among schools, consolidating processes of privatization and control of teaching work in the state public school system of Goiás.