Assesment and evaluation during the educational process in indigenous territories in Cauca, Colombia

Abstract

This article makes a conceptual analysis of the evaluation and pedagogical assessment in the indigenous educational processes of Cauca, of how the meaning of these terms has been conceptualized, from the study of some theoretical references, a review of exponents of pedagogy, education and other dialogues in territories and communities that seek to deepen these concepts from their experiences and processes of territories, these concepts are immersed in the educational processes, which contribute to support and analyze the relationship with teaching - learning in the school and non-school cycle, so that their scope and execution are evident in the higher education processes proposed by the Indigenous movement, the Regional Indigenous Council of Cauca CRIC and in conventional education.
Likewise, the first findings of rooting and acquisition of knowledge, know-how regarding pedagogical assessment and evaluation, will be identified. These, mediated by the experience as a pedagogical and methodological strategy of indigenous peoples that arises from the being, thinking, feeling and acting of each people within the framework of the Indigenous Education System - SEIP, which will theoretically contribute to other visions that will allow clarifying how indigenous peoples have been deepening and building their concepts of the way of acting from the different educational processes, as a fundamental part of the fabric of knowledge and know-how for the survival of the peoples.