EVALUATION OF TEACHER ACTION FROM THE STAGE OF KNOWLEDGE ACROSS VENEZUELA

Abstract

The evaluation of teacher´s performance from the Venezuelan university scene is reflected in a critical, reflexive and philosophical-epistemological horizon represented by authors such as Bolivar, Lanz, Kemmis, among others, who through their voices on transversality, teacher´s evaluation, the teamwork, the complexity and the curriculum, created another view regarding the university education evaluation, that involves the training of critical citizens whom expresses their ideas in written or oral form. Considering these authors and the current antithesis of mercantilist universities, the creation of a critical-reflexive theoretical basis was proposed that can argue different views, which reflect an underlying intersubjective framework for the evaluation of the teaching process, their educational performance as well as the graduates. To do this, it's necessary to use hermeneutical-methodological procedures that will permit us to observe, interpret, analyze, reflect and dialogue with teachers and students about this complex phenomenon of teacher's evaluation and development of students creativity in the production of ideas, generating a critical and reflexive approach to the current view of a university teacher's performance, which contributes to training students with a critical view to transform societies.