La evaluación en el contexto educativo actual posibilidades trans-formativas para su concepción y praxis | The assessment in the current educational context trans-formative possibilities for its conception and praxis
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AbstractThis article critically reflects on the assessment in the current educational context, with the purpose of envisioning trans-formative possibilities for its conception and praxis. Hence, it is necessary to reveal the sense that has been given to the evaluation in the dynamic of technical- instrumentalist teaching, for its subsequent interpellation, in order to rethink it as a space for intersubjective training. The contributions of Freire (2008), Alves and Acevedo (2002), Alvarez (2001) and Perez (2001), among others, were of great importance to the interpellation, through the critical hermeneutics, the culture of control and punishment that has been generated in our schools. This allowed to open up horizons of meaning for reconstruction and trans-signification of scientific knowledge that contrasts with daily experiences, making it possible an evaluative praxis that, based on research, ethics and aesthetics, provoke the empowerment of school space.