Siete principios rectores para la génesis de una evaluación emancipatoria: un aporte crítico desde el pensamiento pedagógico Latinoamericano

Abstract

The great educators of the South tried to break with their contributions and practices the statu quo of frequent oppressors versus eternal oppressed in the school environment. However, the same colonial struggle is still observed in higher education classrooms: the foreman of the slaver and the subjugated slaves; today this is reinterpreted in the roles of oppressive teachers versus oppressed student in which an "education struggles in the classrooms" is perceived. The purpose of this document is to deconstruct and reconstruct elements around the evaluation of learning, as an unexplained but inferred word in Latin American pedagogical thought. It aspires to a road map, based on seven necessary principles, that will smooth educational theory and practice and lead to freedom of thinking, feeling and making learning evidence that will free students in the domains of their behavior.