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This reflection arises from the conception of evolution analysis that is presented in the curriculum and the evaluative practices of Educational Institution Santo Tomás de Aquino teachers. The methodology that guided the work was documentary. The conclusions were approached under the interpretation of Decree 1290, which showed that: 1. There is a distance between the way the institutional evaluation system is organized against the evaluation criteria; 2. The pedagogical and evaluative practices of many teachers differ from the approach proposed by Decree 1290, and in addition to this, they differ from the same SIE that they themselves have built as an institution; 3. In the prescribed documents and pedagogical practices of the teachers underlies a technicist conception of the evaluation; 4. Evaluation should be an instrument that promotes knowledge, not reprobation, desertion, social exclusion and marginalization.