Il professore immaginato e la valutazione come causa finale

Abstract

The article, by assuming as main theoretical framework some French and Italian critical perspectives concerning the critical analysis of the “evaluation” dispositive and its cognitive and social consequences, focuses on a questionnaire to be answered by the teachers of an Italian public university, conceiving it as a meaningful example of the way of proceeding of the “evaluation” system. The case-study tries to unmask the true character of it, its tacit presuppositions, taking in account its specific prescriptive nature and rhetoric, and outlining the consequences on the nature and the statute of the university teaching.