Representaciones acerca de la evaluación pedagógica en escuelas vulnerables de frontera

The paper analyzes the representations about the educational evaluation present in the teachers of this subject, in the secondary educational establishments with high vulnerability indexes of a border region marked by interculturality. The methodological design of the study is qualitative, using focus groups and in-depth interviews as a strategy for collecting information. Data reduction is carried out according to thematic criteria, adopting a mixed procedure. It is possible to identify that the evaluation modalities and their characteristics are based on the expectations of the teachers and technical managers, about the abilities of the students and often depends on the empowerment of the latter.