Teacher evaluation as a seduction device: Is refusal also resistance?

Abstract

This article analyzes teacher evaluation in three stages. The first one deals with a historical-political description of its antecedents, articulations with international organizations and educational policies in Mexico and Chile. The second one includes a hermeneutic analysis that establishes the relationship between the teacher as a subject of performance, the result of the evaluation and specific instruments such as profiles, parameters and indicators and the Framework for Good Teaching (Marco para la Buena Enseñanza, MBE in Chile), from categories enunciated by Foucault and Han. Finally, in a third moment, the gaps to rethink the subjectivities within the educational system in general and that of evaluation in particular are revealed.