Being part of a broader study about the structure of the school, this article presents and discusses some results of a qualitative research carried out in elementary public school about issues related to continuous progress, to school supervision and external evaluation. Considering their relationship with the quality of education and with school evaluation, these themes were treated based on a concept of education as a democratic practice, proceeding to a critique of the traditional pedagogical practice. Data and analysis suggest that, concerning continuous progress, effectiveness of education should be emphasized instead of passing or falling a year; in relation to school supervision, a development of its potentialities of evaluation, counseling and support to the pedagogical school practice should be pursued; and, in relation to external evaluation, its narrow current boundaries should be enlarged making it possible to go over the simple massive application of tests.
school evaluation; school supervision; quality of education; primary school