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This article aims to contribute to the understanding of pedagogy as a practice of knowledge in areas of the teaching of foreign languages. Within a contemporary conception of pedagogy, emphasis is placed on two of its components namely, curriculum and evaluation. To achieve this purpose, I propose the question: In what lies the gap between the technical and the humanistic in the teaching of foreign languages? This question guides the presentation of a personal transition from traditional instructional models to alternative pedagogical models as well as theoretically and practically informed revision of some tensions between technical and humanistic approaches to the teaching of foreign languages. The balance between theory and practice in this article is given by a theoretical reflection found in specialized literature and a report of a practical academic experience on some small-scale studies of some practicing teachers who are also graduate students. These studies relate to the evaluation as a curricular activity that includes supported decision making.

Perspectivas humanística y técnica acerca de la pedagogía: un énfasis en el currículo y la evaluación de lenguas extranjeras