Paths. Teaching narratives about identities and evaluation practices in school

Abstract

This work intends to share some reflections on narratives and representations of teachers in practice about the evaluation practices in the history class at the secondary level. The act of narrating takes on a differential status in virtual teaching and learning environments, since writing remains the main form of exchange. The narrations that the professors made and shared in the virtual course "Teach and Evaluate in the History Class" (2016) proposed to think of the formative journey as a path, identifying differences or similarities in their initial formation and / or in their ways of teaching and evaluate since they entered, walked the road and reached the end of it. At present, the historical knowledge produced and reproduced in secondary schools is traversed by changes in the globalized world, which intervene in the "disciplinary code of school history" (Cuesta Fernández, R. 1998). The instances of continuous teacher training, through different virtual environments, become witnesses of these mutations and allow to articulate the changes produced in the relationship with knowledge and knowledge, and the experiences of teachers in terms of their school trajectories and professional biographies