ABSTRACT
This concluding chapter presents perspectival considerations on the possibility to think educational evaluation otherwise and to overcome the reductionisms, paradoxes and frustrations that the current doxa of educational evaluation produces in the scholarly, professional, policy and public debate. It invites us to explore the interstices of the empirical/transcendental paradox and to engage with the transgression of its anthropological postulate. This chapter discusses two related intellectual paths of reflection: to free the homo of evaluation from the utopia of fulfilment and to historicise him. In turn, this implies practicing the following three distinct epistemological ruptures: (a) rethinking the spatial dimension in educational evaluation, focusing on the constructing of identities through the formation of social spaces; (b) thinking of time as a multiplicity of strands moving with an uneven flow and (c) escaping from the enduring evolutionary principle that results in the centrality of the logic of comparison and the tendency to create differentiation drawing on some norms of unity. This chapter ends with the proposal to understand evaluation as a way of constructing critical histories of educational value and opening up a truly free space where the search for a mode of being, acting and thinking is not over-determined by the tyranny of what is defined as an impossible but unavoidable task.
