Evaluating educational contexts: an exercise in antipedagogy

Abstract

The contribution aims to explore the roles and functions of general and social pedagogy in consolidating a research front on evaluation of and in educational contexts not so much as a frontier space, but rather as a strategic site of reflection authentically capable of expressing a political and transformative tension. More specifically, we intend to investigate on the one hand the capacity of evaluation to be a crucial experience of "replacement of constructs" (Metelli Di Lallo) in pedagogy, also contributing to the definition of a language in education identifiable in logical forms and linguistic usages peculiar to it; on the other hand, the possibility of pedagogy to be a generator of new perspectives emerging in the field of evaluation in response to "hypotheses not repeated by the already acquired order of knowledge," but in perennial contestation of its stabilization. A pedagogy that knows how to enforce the experience of evaluation of and in educational contexts no longer only as an area of contradictions, but as an inescapable exercise of antipedagogy