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The present investigation arose from the motivation to generate significant changes in education from the evaluation as learning approach, considering the consequences of traditional practices that have displaced good learning. The objective of this study is to analyze the evaluative practices and forms of teacher leadership in the context of the development of an educational proposal that seeks to transform the pedagogical core to promote deep learning of boys and girls of Basic Education through critical reflection of the own training experiences. Based on a multiple case design and a qualitative perspective, two data collection techniques were used: participant observation and documentary review, and with this framework a content analysis was carried out. The main results show a pedagogical proposal based on the Project-Based Learning methodology, which highlights the importance of feedback during the educational process and learning through a globalizing and contextualized task. One of the most important conclusions is the need to make a profound change in teaching practice, since, in order to transform the pedagogical core from the evaluative approach, the ways of learning and teaching at school must be modified.