Evaluation from autopoiesis and complex thinking

Abstract

Evaluative practices and policies in Latin America reflect the modern rationalist paradigm from the instituted logics of current market systems, entering into tension with the perspective of complexity in evaluation for learning. The objective is to develop from complexity other forms of evaluation in Higher Education from autopoiesis, which enable evaluative discourses and practices towards biolearning. From the qualitative method woven with the hologrammatic trajectory, in-depth interviews to professors and students of university Education in Colombia and Nicaragua and conversation groups in biolearning community are used. The research makes it possible to visualize elements of evaluation: control and power from the teacher, memoristic and conceptual management purposes, alignment towards the result, vertical evaluative paradigm in design and application. It was contrasted with biolearning and complex thinking and evaluative strategies are presented from autopoiesis to dynamize evaluation for learning.

Evaluation; Bio)learning; Evaluation Method; Alternative Evaluation; Higher Education; T; Eric