Evaluative Practice of Mathematics: a pedagogical device for subjectification

Abstract

The text discloses some results of an already finished Master’s degree research which discusses and problematizes evaluation as a pedagogical tool that is exercised in the classroom to subjectify a Mathematics teacher and her students. It questions enunciates on evaluation practices that are silenced and can have implications in the production of subjectivities. It approaches Michel Foucault’s theorization on the constitution of subjects in an analysis movement that has placed the evaluation into a place-other in the pedagogical discourse, considering the evaluation as a differentiation practice, as well as a pedagogical tool in order to make both visible - those who learn and those who do not learn in school, as well as for the education of an evaluator subject.