Abstract
Given the relevance of the Saber 11º test scores for educational institutions, this paper maskes a critical review of the actions aimed at improving quality. A historical development of the concept of evaluation is presented, from its beginnings to present ideas in order to assess its function. Using a qualitative methodology of ethnographic nature, the hidden curricula of three schools from the Department of Córdoba were revealed, which represent the different approaches to teaching quality. Such actions include exclusion, dishonesty, inequality and symbolic violence strategies. It is concluded that the academic effects of these actions carry more harm than good.
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