The formative evaluation from the role of the reflexive teacher

Abstract

The self-reflective capacity and disposition to the proactive criticism raised by the Gadamerian line and other experts who have contributed to the formation and to its pedagogical essence, needs to be deepened as an alternative and as a response to the long-awaited implementation of the formative evaluation. This proposal revolves around a review and documentary analysis of the formative evaluation as a central category of research, revealing for it the importance of the reflection process as an essential aspect of the pedagogical practice in the formative achievement of said evaluation. It is thus connoted an epistemological systematization that allowed a heuristic and hermeneutic display of the theoretical and epistemological contributions of research in the Latin American and international context.