| Summary: | Sometimes, some sectors of the critical pedagogy opposed social transformation-<br />driven schools against measurable assessment. However, the number of educational<br />projects that overcome this dualism is growing in Europe; the collaboration between<br />both discourses do not imply a decrease of the strength any of them in order to give<br />room to the other, but instead both gain in intensity. On the one hand, these are critical<br />pedagogy projects rigorously based upon the social and educational transformative<br />theories. On the other hand, these projects succeed in improving the results of all the<br />children, both the results measurable with all kinds of evaluations and the nonmeasurable<br />results, but yet assessable through the debate and dialogue among everyone<br />involved: the social transformation of the environment created by the critical pedagogy<br />orientation of these projects improves the measurable and non-measurable results.
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