Autores, destinatarios y propósitos en la evaluación crítica de la educación

Abstract

Evaluation in Education (EE) is applied to processes with multiple meanings, interests and power relationships. It is thus not possible to speak of universal patterns that might guide ‘best practices.’ This paper proposes that, based on a critical perspective to generate an initial deliberation and understanding of the meanings and content of power, an EE can help in negotiations to improve quality, and that this consideration can be made on the basis of identifying the goals of authors and readers of these evaluations. Some tools for an initial understanding of the power content invested in EE are presented.