Evaluative reason and educative judgment scenarios

Abstract

The present essay tries to explore the different forms that the evaluative reason takes and its budgets in the educational judgment scenarios, considering some of the different traditions (literary, philosophical and pedagogical) from which it nourishes and contributes to its current expansion. The proposed journey, which seeks to feed a critique of the evaluative reason, will cover some works that address constitutive elements of the rationality in question. In this way, while some problems are detected in the pro-evaluative plot progression (and contradiction) of some works of the philosophical-educational field, contrapositions are offered that allow tracing one horizon to interrupt the synonymy that modernity/coloniality installed between education and evaluation. This task cannot be carried out without to considering certain ethical-political positions that feed the resistance movements explored here. Finally, the thoughts that turn in this writing try to contribute to undress the most overlapping cruel logics that usually prevail in statements whose performative effects inflict violence in the name of a certain moral. That moral involves categorical imperatives that require, among other things, specific measures, invasive touches and occupations (perverse) of the place of others, which disfigures the teaching function in a mere pragmatic prosecutor and makes teaching a mere reason to evaluate.