EVALUATION PRACTICES FROM A SOCIAL AND CULTURAL PERSPECTIVE IN TRAINING PROCESSES: AN ETHNOGRAPHIC CONSTRUCT

Abstract

This article focused on the objective of building a theoretical approach to evaluative
practices from the social and cultural approach in an educational institution in Yopal,
Casanare, Colombia. Supported by authors such as Vigotsky (1996) (2014), Tobón (2013),
Piessi (2017), Iafrancesco (2016), among others. Methodologically it was supported in the
interpretive paradigm and ethnographic method, a real study was built in the context of the
Educational Institution La Campiña, as informants to eight teachers of the scenario, to
whom a semi-structured interview was applied and conformed by ten items, which allow to
comply with the development of the object of study. Qualitative methods were used to
interpret the findings through categorization, structuring and triangulation. The central
category on evaluation in formative processes and its subcategories: nature of the
evaluation, subject or agent who evaluates, evaluation results. Among the results, the
contributions of the sociocultural perspective were considered to focus on the following
aspects: a) formative evaluation from the deepening of subjectivity; b) importance of the
affective dimension; c) sociocultural approach: the emphasis on the importance of social
and cultural interaction in human development and learning during socio-training is
maintained.