However, the fact of raising given for agreement of the reality if will not be combined with the awareness of all the involved ones in the pertaining to school environment for the participation accomplishes in such process, the evaluation will not culminate in the waited success, being, therefore it subjects to the failure or the mere filling of information. Amongst of this context, Moraes and Silva (2007, P. 09) they explain that the auto-evaluation process demonstrates shape force in positionings. (…) The internal evaluation can cheat success in developing the citizenship concept conscience of rights/duties and exercise of the democracy in the school, preparing the participants to exert it, when giving to them voice and vote to judge and to decide, to evaluate and to be evaluated. Therefore, amongst the biggest benefits of if carrying through the institucional evaluation, it is possible to detach that, when the involved citizens recognize the importance of the evaluation and they really participate of this process, the efetivao of practical democratic is had inside then of the pertaining to school environment, therefore such citizens they will develop a bigger autonomy in expressing excellent opinions and will search to more become involved each time in the educational environment that are inserted. Thus, a understood time the speeches that walk the evaluation together with, is possible then to make a relation of these with the practical avaliativas implemented in the context of the schools that had been object of this study and as the citizens of this educational environment they perceive the institucional evaluation and they relate it with the process of education and learning. 3. THE INSTITUCIONAL EVALUATION PRACTICAL IN THE PERTAINING TO SCHOOL ENVIRONMENT The initial phase of the research foresaw contact carried through with the schools, explaining the objectives and procedures of this work and presenting the reasons of the request to answer to the questionnaires that composed its initial phase.