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The purpose of this paper is to reflect, in a fundamentally marxist perspective, on topics such as assessment of thematic approach needed in teacher training courses. Method: For this, we used the repertoire of theories D' Ambrosio (1997, 1999, 2011) and Domite (2004) to situate the place of look at researcher's attitude Ethnomathematics. Discussion: We intend to discuss the context in which it assesses as well as evaluation practice itself, taking as reference Veiga-Neto (2012) that characterizes as a "right shift". Moreover, to broaden the debate, we resort to thinking Mascaro (2013) to question a very specific way evaluative way, building a parallel with his work. Results: To conclude, in turn, identifies in Moraes (1997) and D' Ambrosio (1997, 1999) critical elements on which we intend to build a new educational paradigm, from the systemic critique that has become the everyday school together and the curriculum itself.

Ethnomathematics, Evaluation practice, Teachers’ formation, Mathematics education.

Valle, J. (2014). Educar ou conformar: uma perspectiva sobre a forma ideológica da prática avaliativa. International Journal of Education for Social Justice (RIEJS), 3(1), 87-96.