Amidst the crises experienced by areas of humanistic knowledge in the 21st century, from the starting point of social, economic, and political processes which had led to an evident transformation in the education about “being”, which for others is “knowing how to be”, emerges an approach from the fields of education and pedagogy that may allow to locate evaluative practices for humanities rooted in the creation of learning environments. In this article, self-referential and theoretical elements are combined resulting in the formulation of a framework regarding the meaning of the evaluation of the group of knowledge fields known as “humanities”, especially from the view of the university context. Such framework invites to build and contribute with operative elements born in individual practices which may offer clues about how be practically implemented the evaluation process in the field of humanities.