Abstract

The Communicative-Kvmecegeam evaluation approach in education is the result of extensive research and reflections within the Mapuche context in the south-central and southern regions of Chile. This approach is inspired by recognition and participation as dimensions to overcome socio-educational inequality seen in this context and is consistent with the transformative paradigm of evaluation. This approach first accounts for an educational evaluation based on territorial, cultural, social and linguistic components. Second, it integrates evaluation cycles that account for orientations, methodologies and participatory evaluation procedures with various people—teachers, family members, Elders—who offer their knowledge to guide the evaluation. Finally, the article presents some lessons learned to date, such as the transition from a traditional concept in evaluation to a more processual and formative one within the framework of social justice. © The Author(s) 2024.