Resumen

AROCENA GOMEZ, Marcela  y  GUANTAY, Rosa Evelia. An experience with rural teachers: Triangulation of the evaluation: a reflection about the reflections of the teachers in the formative process. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2000, n.15, pp.357-366. ISSN 1668-8104.

In this work we recovers the word of teachers, directors and supervisors of the Departments of Iruya and Santa Victoria (County of Salta - Argentina), raised in an evaluation device foreseen inside the mark of an experience of continuous formation among the teachers of rural schools of the mentioned area and the participants of the Workshop IV of the Faculty in Sciences of the Education of the UNSa., formalized in a Project of Investigation and Participant Development that it extends from the year 1993 at 1996. Put on practice the triangulation of the evaluation of the teachers arises like demand of the own project with the objective of contributing to the reflection about the reflections of the teachers in the formative process. The methodological option was "to read the word of the teachers like a transactional act" (Dubois, 1985) in the one that the reflections - evaluations of the teachers - it establish a dialectical relationship with our own reflection - evaluation of the successive approaches to the definition of the educational practice in the Rural Schools. To recover the practice of the teachers: "what" they say, "how" they say it, without neglecting "when" and "from where"; this allowed to refer the practices to coordinates of time (historical process) and space (performance contexts), finding movements and permanent restructurings in the identity of the participants that these converge in an approach of the me to the us. We identify four key moments that give bill of becoming dialectical of the history of the group and of the group processes generated in their breast. a) of personal crisis - professional b) of reconceptualization of itself and of the practice c) of consolidation of the me in the group d) of crisis starting from the conflicts generated by the personal and professional growth At the end of the training process, the rural teachers begin to register in their experience the construction of new "miradors" from those which to contemplate what happens in their daily practices: "construction of metapoints of view" (Morin, 1995) from where the observation of the out (to become of the facts) is interacting continually with inside (self observation and self-criticism) for the conceptualization of the "reality" of the educational practice in rural schools, revealed as "a space of social and cultural exchange among the educational of a certain work area" (teacher of Iruya, Julio 1996).

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