Docencia, discurso y evaluación colaborativa

Abstract

The present work has as goal characterize the teaching and its constitutive elements from the perspective of the analysis of the educative practice. It maintains also that the collaborative action between teachers benefits the construction of systems of common meanings, which allows constituting communities of practice and speech. Also it sustains that any system of teaching evaluation must be founded in the acknowledgement of its socially built nature and the best way to achieve enhancements in the teaching practice is through a collaborative process in which the participants of the academic communities are involved in the formative-evaluative processes.