This dissertation aimed to understand part of the strategies for maintaining school failure in basic education, from the context of the Bahian evaluation system of education. As specific objectives, the following were listed: To analyze the historical determinants that constitute the process of construction of school failure; understand the mechanisms of external evaluation of

basic education in the context of the processes of redefining the role of the State and Public Administration in Brazil and Bahia; to understand if and how the Bahia Education Evaluation System strengthens the process of building school failure in the context of basic education in the state. Based on a qualitative approach (MINAYO, 2002), it was possible to carry out a document analysis of the Sabe System (2019) and identify elements that bring the conceptions of external evaluation closer to the arrangements of the New Public Management. The analysis broadened the understanding of the state's transformation path, resulting from the reorganization of its social role, which deepened the reforms in public management under the logic of the policy of management by results (SCHNEIDER; NARDI, 2015). from the new Public management, it proposes a profound change in the social function of the school (Oliveira, Duarte, Clementino, 2017), when public education policies go against the right to education, reduced to the right to learn to learn, while the State it moves away from its duty as provider of free and quality public education for the entire population and accentuates the long historical process of social inequality in school instances (PATTO, 1993). The external evaluation imposed a monitoring mechanism that makes it possible for the school characters to be held accountable for the programmed failure of the state (FREITAS, 2018). Such a strategy is impregnated with the neoliberal logic, which finds support in the minimum state guidelines and in management control actions, demanding more performance and better results with the use of fewer resources (OLIVEIRA, 2009). It is hoped with this research to understand if and how the Bahian Education Assessment System strengthens the process of building school failure in the context of basic education in the State.