Decolonizing school evaluation from the perspective of teaching praxis: an experience located in the Ismael Montes Diurno Educational Unit of the Chaco of Tarija

Abstract

This research analyzes the transformation of school evaluation processes from a decolonizing perspective in the "Ismael Montes" Daytime Educational Unit of the Chaco of Tarija. The study arises from the persistence of traditional evaluation practices focused on numerical grading, standardization and control, which limit the recognition of community knowledge, native languages and cultural realities of students. It was developed under a qualitative, participatory and decolonial approach, based on participatory action research and the principles of the Productive Socio-Community Educational Model. Teachers, students, mothers, fathers and local wise men participated through interviews, dialogue circles, pedagogical diary, educational log and community analysis. The results showed tensions between the official curriculum and the knowledge of the territory, as well as the permanence of a vertical and poorly contextualized evaluation. In response, strategies such as situated self-assessment, community rubrics, knowledge dialogue, and active participation of the educational community were implemented. It is concluded that decolonizing evaluation implies transforming its formative meaning, recognizing cultural diversity, strengthening collective participation and building educational processes that are fairer, more inclusive and coherent with the socio-community reality.