In this text, with a critical approach, it is discussed about the thematic management of education, with the aim of understanding the accompaniment and the evaluation of municipalities from the perspective of the planning process as an articulator of the Education System. In general, it is understood that the challenges of accompaniment and evaluation in educational management are implicated in the entire planning process that must take place taking into account its role and importance. The theoretical studies announce/denounce that, despite a normative legal context that establishes democratic evaluation, antagonistic conceptions built in conjunctures political, economic and social situations are identified, which causes tensions and creates the need for deepening within the scope of articulated systems of education, bearing in mind the indispensability of grounding conceptions and practices.