The objective of this research was to analyze the pedagogical practices in evaluation of teachers working in vulnerable school contexts, identifying the demands that, from their professional teaching experience, they make to the initial training. The study of qualitative nature, has used as a technique for collecting information, the semi-structured interview and the focus group, and was conducted in schools with high vulnerability index of the commune of Arica-Chile, during the first semester of 2018. The results show that teachers use evaluative strategies that promote dialogue, group reflection and the critical capacity of the students, through procedures that encourage self-evaluation, co-evaluation and metacognition, strategies that are complemented with the formulation of open questions, the explicitness of high expectations on student performance and the use of affective resources in their evaluative action.