Representations of the evaluation in social sciences in vulnerable border schools

The research analyzes the representations about the educational evaluation, present in teachers of social sciences and students, of establishments with high indexes of vulnerability, of a border region. The research is qualitative and uses focus groups and in-depth interviews. The reduction of the data is carried out according to thematic criteria. It is identified that the evaluation modalities are based on the expectations of the teachers and technical managers, about the abilities of the students and depends on the empowerment of the latter. Students perceive the teacher as a collaborator who makes institutional assessment criteria more flexible.