This paper provides an analysis of issues and challenges raised when governments seek for changes in the institutional culture of teachers´ evaluation. To do so, it focuses in the politics that reformulated teachers´ evaluation in the City of Buenos Aires (Argentina) between 2002 and 2006. Supported by the analysis of a specific initiative, the paper raises issues like the difficulties to produce precise and shared definitions on good practices, the limitations of changes when they focus in the laws, or how political context frame the decisions.

Teachers´ evaluation, evaluative culture, Buenos Aires City.