Abstract

This research proposes the active participation of teachers in the construction of an evaluation of their work through knowledge of the context of their institution and reflection on the current institutional evaluation system; however, it is not limited to teachers, but involves its students so that they jointly formulate feedback alternatives that allow the development of teaching in a dialogical, purposeful and motivated way.

Keywords

interviews, questionnaires , films, photographs, field notes organizing focus groups with students, teachers and managers of each center