This paper explores the impact of both the neoliberal reforms and the naive post-modernization of thought as articulated tools to deconstruct the progressive thought and go back to positivist/pragmatist theses in the field of education. Concealed as uncertainties, exalted as differences, justified as chaos, these tools attempt to prevent us from thinking about the future and open spaces to plan it according to the needs of capital, enabling all kinds of valorization. The text then strives to show how, based on informal assessment, the 1990s' educational reforms developed in this context favored new forms of exclusion from within the educational system, whose function of training for submission remained untouched through the occultation of the debate on the objectives of education.
Neoliberalism; Post-modernism; Informal assessment; Exclusion; Subordination