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The present article teaches some of the forms that the evaluative reason takes in contemporary education and, in particular, in a certain philosophy of education. The proposed combative journey, which seeks to feed a critique of the evaluative reason, abbreviates in sources of literature to portray some of the forms in question, as well as to think of ways of resistance to them. In this way, it is intended to see horizons of otherness that interrupt the synonymy that modernity/coloniality installed between education and evaluation, while discussing the cult that this type of rationality promotes in certain philosophical-educational approaches. In this context, it will be seen how the question of childhood, faced with evaluative reason, can come to surrender its terms and remain as a childhood in question from the prerogative of the evaluationist cult. The latter will not prevent us from locating the antagonism between childhood and the tricks of a cult that tries to seduce through ritual “games” adorned with words such as “democracy”, “public” control and “shared world”. Then, through a search for the interstitial, for a pedagogy that gives fight and another correction that is installed in education as a collective time of childhood and solidarity with an artisanal / textual framework always conducive to another part, always conjectural (more beyond norms and hierarchies). The outcome is dedicated to the question of the end of childhood and its executioner as an impossible conclusion, since the (pedagogical-literary) struggle continues.

Infancia y razón evaluadora: contrariedades y resistencias pedagógicas (entre filosofía y literatura)