Autonomía docente y justicia evaluativa por niveles epistémicos: fundamentos estructurales del Modelo SINFIAD

This preprint presents the structural foundations of the SINFIAD Model (Sistema Nacional de Formación Integral y Autonomía Docente). The study proposes a framework for educational transformation based on three interrelated dimensions: students’ epistemic development, differentiated assessment, and teacher autonomy as situated professional responsibility. The model introduces the concept of evaluative justice through the correspondence between educational levels and epistemic levels of understanding. This work contributes to contemporary debates on educational equity, assessment, and professional autonomy in Latin American contexts.