This paper articulates globalization effects with curriculum policy and evaluation. We argue, based on Stephen Ball, that curriculum policy is a production of meanings to curricular decisions in a continuous policy cycle. We also argue that one of the dimensions of this curriculum policy is the production of the performance-oriented tivity culture. This culture is expressed, for example, in the National Exam of to High School (Exame Nacional do Ensino Médio - ENEM). We have identified in the ENEM's documents that the focus of this exam is the development formation of an omnicompetent individual to the system's social efficiency. However, this focus is differs ent at from other times, as because it is centered in the performances self-regulation. Furthermore, the improvement of a performance-oriented tivity culture influences local dimensions of evaluation, with different extensions and ways of evaluation. These local dimensions of evaluation are not necessarily associated to the same centralized exams´ aims.
Curriculum Policy; ENEM; Evaluation; Performativity