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La evaluacion del desempeno docente desde el escenario universitario venezolano, se refleja en un horizonte critico, reflexivo y epistemologico-filosofico representado por autores como Bolivar, Lanz, Kemmis, entre otros, quienes a traves de sus voces sobre la transversalidad, la evaluacion del trabajo docente, el trabajo en equipo, la complejidad y el curriculum, generan otra vision de la valoracion de la educacion a nivel universitario con miras a la formacion del ciudadano critico que expresa sus ideas de forma escrita u oral. Considerando estos autores y la actual antitesis sobre universidades mercantilistas, planteamos la creacion de una base teorica critica-reflexiva que argumenta diferentes visiones, las cuales reflejan un entramado intersubjetivo subyacente en el proceso de evaluacion del rol docente, su desempeno educativo y el egresado universitario. Para ello, a traves de procedimientos metodologicos hermeneuticos se ha decidido observar, interpretar, analizar, reflexionar y dialogar con docentes y estudiantes sobre este fenomeno complejo de la evaluacion del docente y el desarrollo de la creatividad en la produccion de ideas por parte del estudiante, generando un enfoque critico-reflexivo en cuanto a una actual vision del desempeno docente a nivel universitario, que contribuya con una formacion de estudiantes criticos transformadores de sociedades. Summary The evaluation of teacher´s performance from the Venezuelan university scene is reflected in a critical, reflexive and philosophical-epistemological horizon represented by authors such as Bolivar, Lanz, Kemmis, among others, who through their voices on transversality, teacher´s evaluation, the teamwork, the complexity and the curriculum, created another view regarding the university education evaluation, that involves the training of critical citizens whom expresses their ideas in written or oral form. Considering these authors and the current antithesis of mercantilist universities, the creation of a critical-reflexive theoretical basis was proposed that can argue different views, which reflect an underlying intersubjective framework for the evaluation of the teaching process, their educational performance as well as the graduates. To do this, it's necessary to use hermeneutical-methodological procedures that will permit us to observe, interpret, analyze, reflect and dialogue with teachers and students about this complex phenomenon of teacher's evaluation and development of students creativity in the production of ideas, generating a critical and reflexive approach to the current view of a university teacher's performance, which contributes to training students with a critical view to transform societies.

EVALUACIÓN DE LA ACCIÓN PEDAGÓGICA DESDE EL ESCENARIO TRANSVERSAL DE SABERES EN VENEZUELA