The committees of evaluation of the school learning can be studied as a sociocultural phenomenon in which the involved persons interact in certain spaces and moments, inside a frame of considerations of the evaluation as a technical question with desirable connotations of form and content. This frame of considerations nevertheless, it is not a monolith, in daily practices of evaluation there are paradoxes that connect both, mechanisms of control and, points of break and opportunities that nourish the production of plural meanings of the evaluation, without dogmatism, as a technical question but also as a sociocultural question of social participation and accountability.

The article approaches the case of the practices of the committees that take part in the construction of the Examinations of the Quality and the Achievement Educational (Excale) elaborated by the National Institute of Educational Evaluation of Mexico (INEE), across which they develop citizenship skills of information, research and dialogue, contributing to the reconfiguration of the educational area as a matter of public interest, that changes and intensifies with an utopian horizon towards non-violent resolution of conflicts in the educational field.

Educational evaluation, social participation, accountability, public interest, citizenship skills.