Análisis fenomenológico de la conciencia del docente a partir de sus prácticas evaluativas Análisis fenomenológico de la conciencia del docente a partir de sus prácticas evaluativas

Abstract

This paper presents and analyzes the changes, achievements and essential developments that, as an expression of consciousness, teachers acquire during their involvement with the assessment process. This investigation operates from a phenomenological perspective and attempts to discern how external events motivate actions that trigger forms of inward subjectivation, as well as highlights which actions are related to the assessment process as a reflection of the consciousness that the evaluative subject has acquired. The phenomenological method allows us to identify the conceptions about the evaluative experience (which involves years of individual training) that becomes it a substantial part of the consciousness of both teachers and students. The aims of the assessment process are analyzed phenomenologically, concerning the consciousness of the professors at the Francisco de Paula Santander University. It was found that the assessment process and the discourse surrounding it are framed in clearly defined statements, used as power dispositifs, which determine show the evaluating subject uses the evaluation.