Knowing pedagogical evaluation of the teaching staff that performs in vulnerable schools of the Commune of Arica. Arica and Parinacota Region, Chile

This research has aimed to analyze the evaluation practices of teachers who are performs in vulnerable contexts, with the purpose of identifying the strategies used by it, to address the condition of vulnerability of their students, identifying the demands that, from their experience, make to initial training The qualitative study has used the information collection technique as the semi-structured interview and discussion group, and was conducted in vulnerable schools of the Commune of Arica-Chile, during the first half of 2018. The results show that teachers use strategies evaluatives that promote dialogue, group reflection and the critical capacity of students, through procedures that encourage self-assessment, co-evaluation and their metacognition. Those that are complemented with the formulation of open questions, the explanation of high expectations about the performance and the use of emotional resources. The same ones that identify as genuine flaws in their initial training.