The study discusses the Government strategies that seek to maintain its dominance over matters related to the curriculum. Based on the elucidation of the concept of institutional regulation, it explores regulatory documents and texts that guide the application and dissemination of the results of the “Prova Brazil” test, characterizing the debate on the mechanisms of large-scale evaluation through the analysis of technical and social components of the test. Finally, it indicates the effects of this dimension of regulation on curricular policies and practices in the context of the implantation and implementation of the nine-year Elementary Education.