Abstract
This paper presents, in a comprehensive way, the theoretical and methodological options of an alternative evaluation experience in the area of teacher training with the use of methodologies and characteristics distinct from the hegemonic proposals developed within the scope of the Brazilian State, now. It seeks to reflect on research challenges in the field of public policies, problematizing possibilities of rupture with the managerialism ideology, which promotes methodological rigidity, through technical and pragmatic evaluation indicators. The study questions the possibilities of escaping productivity indicators in the evaluation of public policies of teacher education, without losing the necessary rigor in the evaluation.
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