In Chile, evaluation is a controversial and complex issue, which to date adds various criticisms as a result of its logic of educational homogenization. One of the criticisms comes from the indigenous peoples, who fight for an evaluation with greater social justice. The present study had the following objectives: 1. To identify the areas of justice/injustice of educational evaluation in the Mapuce indigenous context, and 2. To recognize the knowledge and actions that people incorporate in the classroom work for the evaluation in the Mapuce indigenous context. Participatory research was developed with the dialogic approach-kishu kimkelay ta che, with the formation of two research communities located in the Region of La Araucanía, one bafkehce and the other pewenche, where procedures such as collective dialogue and dialogical conversation were worked on. The validation of the knowledge produced was carried out using az kintun. The results show areas of justice/injustice related to the approaches of recognition and parity of participation, such as Mapuce knowledge and actions that people manage to incorporate and develop in school evaluation. The main conclusions point to the challenge of establishing an evaluation for the development of social justice in indigenous contexts as a normative core.