Representaciones de los estudiantes sobre las modalidades y prácticas evaluativas en la asignatura de historia, geografía y ciencias sociales en establecimientos educacionales públicos, vulnerables y fronterizos

The research analyzes the representations of students about the evaluation modalities and practices used in the subject of History, Geography and Social Sciences, of vulnerable public establishments in a border region. The study is qualitative, using interpretive techniques in order to explore the representations around the evaluative practices. Information collection was established through in-depth interviews. The results reported that the main themes identified were a dynamic conception of learning, a complex look at evaluation that includes attitudinal values and a representation of the teacher as an agent that makes institutional evaluation criteria more flexible in response to learning objectives.