The analysis in this paper proposes a reflection on the relationship between educational policies and school coexistence, bringing to the discussion the triangulation among empirical, traces of recent educational legislation and arguments of contemporary authors. The study emphasizes the contradictions between policy guidelines and curriculum evaluation, because while for the curriculum, the principle is the diversity, the assessment is marked by traces of standardization. Accordingly, we ask how do the principles and practices of diversity and standardization happen in the coexistence of the school context? The results show evidence of tensions, divergences and possible conflicts that guide the perceptions and actions of teachers and students in school life. It can be seen that teachers still guided primarily on concepts that make it difficult to overcome the practices of hierarchy and subordination in pedagogical relationships that manifest themselves in school life.
Educational Policies; Curriculum; Evaluation; School coexistence
