The evaluative reason and its ways: dwarfing devices and pedagogical mercantilism.

Abstract

The proposed article offers a critical journey through different forms taken by the evaluative reason and its budgets in the orbit of certain philosophical approaches to education that not only affect students but also teachers. Philosophical-educational speeches will be taken in which the question of evaluation and the elements that contribute to strengthen it, expand it and naturalize it are addressed, while offering contrapositions that allow interrupting the synonymy that modernity/coloniality installed between education and evaluation. It is interesting to show in this way the power of being a teacher in front of the professional ontology that reduces teaching teachers to dwarfing policies, to approving/de-approving logic that sows pedagogical mercantilism and deprive of ethical-political alterity to education. In this sense, it will be essential to pay attention to certain relationships between confession and self-evaluation, as well as between self-prosecution and neoliberal responsibility that, in this framework, fulfill key functions.