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The Biology Department of Universidad Pedagogica Nacional considers assessment intwo senses, the first one refers to the Biology degree curricular project ( ProyectoCurricular Licenciatura en Biologia) as a research project and the second one to thedevelopments of the students within the educational spaces proposed by the curriculum.For that reason, in teachers meeting spaces such as teachers meeting, program committeeand the plenary sessions, discussions and reflections about how to generate practicums,that allow assessment in these two senses, are carried out, understanding the last one asthe problematization about how we teach and learn, how knowledge is constructed andvalidated and the conditions of possibility for that; the difficulties, the strengths andtheir relation with the Department students ethic an political formation.One of the proposed practicums that makes possible that problematization and thereforethe permanent reflection of the curriculum and the practicums, that underlie this as wellas teachers epistemological and biological stands, is the field notebook. Next someelements are presented that show how this constitutes in a way to look at ourselvesindividual and collectively and the possibilities of this in terms of students personal andprofessional formation and the qualification of the program from a look to the BiologyDepartment teachers practicums.

El Cuaderno de Campo como Estrategia de Enseñanza en el Departamento De Biología de la UPN.