Abstract
This article aims to evaluate teaching performance in Higher Education. Given the legal obligation to evaluate teacher performance for granting career progression and/or promotion and the resistance of unions and teaching associations to this evaluation, the following question arises: is it possible to evaluate performance beyond the regulatory aspects of the career, in such a way that the implementation of the culture of performativity in Higher Education Institutions can be resisted? The analyses were carried out based on the inclusion of that assessment in the teaching career under the influence of international organizations; the incorporation of elements specific to performative culture; resistance, through the formative use of the results of the teaching performance assessment; and reports from professors who work in undergraduate courses. The final considerations indicate that resistance to performative culture must be a commitment assumed both individually and institutionally.
Teaching Performance Assessment; Higher Education; Performative Culture; Evaluative Culture