From critical rationality, new ways of thinking about theory and evaluative practice have emerged with a sense of the contextual partner and human, propitiating the sociohistorical and cultural subject recovery that it is required to communities’ development. Therefore, this paper has as objective to reveal the constitutive bases of the evaluation by competence, detached from the subjective to envision another notion like power. For this, critical hermeneutics was used as a methodological way to get into the evaluative reality, showing two possible edges of its task: the objectification of the educational subject or its emancipation. In this sense, the ideas of Freire (2006), Foucault (1990), Deleuze and Guattari (1999), served as support to propose an evaluation like powering of the most human human being, who by empowering himself of his subjectivity, he re-invents reality in collective as an intersubjective expression .That is to say, an evaluation of the sensitive, the creative and the autonomous, intrinsic in the formation, which will resurface as emancipatory and vitalist empowerment of the pedagogical praxis, from an ontology another of its doing. In sum, current socio-educational demands lead to a new ontoepistemology of evaluation in order to emancipate transformation of being of education. To do this, we have to get rid of technical and instrumental notions and practices, thus drawing new leakage lines in their events, constituting it in a space for the empowerment of the human.
En este estudio se analizan las experiencias y perspectivas de los procesos de evaluación de postgrados en la universidad venezolana, con énfasis en la autoevaluación. La investigación es cualicuantitativa, focalizada en el Doctorado en Educación de la Universidad de Oriente. La información se obtuvo a través del análisis de la documentación institucional y la consulta a informantes clave. Los resultados muestran, por un lado, una buena valoración al programa, a través de su organización y adecuación a los lineamientos con respecto a los estudios de postgrado a nivel nacional; por el otro, un nivel de aceptación positivo por parte de los actores involucrados en su administración. Se concluye que la autoevaluación como proceso, impulsará cambios alejados de la evaluación institucional impuesta e incrementarán el compromiso de los actores en el proceso evaluativo, generando mayor identidad institucional y cohesión del grupo, tanto para enfrentar dificultades como para compartir logros.
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