ASSESSMENT AS A MECHANISM FOR TEACHER INCLUSION AND EXCLUSION

Currently teacher evaluation is a recurrent and problematic topic in all the spheres and levels of academic life; surely, this doesn't scape from the sectors, institutions, actions and subjects that shape higher education. The following exercise of analysis, derived from a concluded research process, evinces a relation with an interpretation about the evaluative discourses and practices that permeates this level of the education in Colombia and that is materialized in the universities, in this case in the Universidad Distrital Francisco Jose de Caldas (Bogota-Colombia), and the way how their staging may imply actions or procedures of either inclusion or exclusion. The descriptive and interpretative analytics exposed in here is done on various national and institutional documents of prescriptive and normative order, and it considers the exam of the institutional and institutionalized practices over teacher evaluation.