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The article presents the results of a study conducted into daily teaching activities, with student researchers in a Pedagogy course, in a thematic unit focused on institutional evaluation. Concepts of institutional evaluation, external and internal to the school in- stitution, were developed so that students could understand the pedagogical meaning of institutional evaluation and its political and social dimension, using methodology with ethnographic characteristics. In developing the thematic unit, the teacher simultaneously assumed a position favorable to the students’ learning development, from a conception of selective and classificatory evaluation to the understanding of its formative potential. This was based on the problematization of data collected in curricular stages, analyzed in the light of the theoretical references studied, with emphasis on the encompassing character of institutional evaluation and its connection with learning evaluation.

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