Análisis de las prácticas evaluativas en un contexto multigrado en el centro educativo rural Florentino Blanco, sede Encerraderos, del Municipio de El Zulia, Norte de Santander
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Fecha
2021
Autores
Portilla Parada, Luz Constanza
carrero Buenaño, Luz Dari
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente trabajo aborda las prácticas evaluativas en ambientes multigrado, a la luz de las directrices del MEN y criterios de calidad educativa en concordancia con el sistema de evaluación institucional, para tal fin se desarrollan las siguientes categorías: estrategias evaluativas, prácticas evaluativas en escuela nueva y prácticas evaluativas en contexto multigrado.
Al respecto se infiere que la evaluación debe estar al servicio de la práctica para la mejora y de los actores participes en el proceso, en cuanto al modelo escuela nueva se plantea un sistema de evaluación flexible, continuo, formativo, respetuoso del ritmo de aprendizaje de los educandos, sin embargo, con el paso del tiempo y con miras a responder a estándares de calidad, los cuales son iguales para todos las instituciones a nivel nacional se han replanteado los principios propios del modelo, de allí surge el siguiente interrogante ¿Cómo se desarrollan las practicas evaluativas en un aula multigrado en el centro educativo rural florentino blanco municipio del Zulia?. Inicialmente, se pudieron identificar algunos aspectos que inciden en el proceso evaluativo, para posteriormente reconocer rasgos de la concepción de evaluación en el aula multigrado, tales como: desconocimiento del modelo escuela nueva por parte de los docentes, pruebas estandarizadas, carencia de textos y materiales educativos apropiados, analfabetismo por parte de los padres, falta de acompañamiento lo que incide al bajo rendimiento académico de los educandos, elementos que convierten el proceso evaluativo en un mecanismo de medición, ya que se evidencia la no existía coherencia entre los documentos institucionales con la implementación del sistema de evaluación institucional por parte de los docentes.
El presente trabajó investigativo se desarrolló desde los principios de del paradigma sistémico desde un enfoque cualitativo integrado y la implementación de las técnicas tales como, la entrevista semiestructurada, encuesta a estudiantes y escala percepción aplicada a docentes con el fin de reconocer la interpretación del proceso evaluativo por parte de los educadores en relación con la de los educandos, cuyos hallazgos obtenidos permitieron identificar la necesidad de replantear el proceso evaluativo y con ello en forma directa las practicas pedagógicas de los docentes involucrados en la presente investigación con el propósito de brindar a la población estudiantil una educación holística que responda a las exigencias actuales.
This work is about evaluation practices in multigrade environments, according to MEN orentations and educacional quality standard taking in acount the institutional evaluation system, for this purpose we are developed the following categories : evaluation strategies, evaluation practices in new school and evaluative practices in a multigrade context. By the other hand, the evaluation must be at the service of the practice for improving and participating the actors in the process, the new school model should be a flexible, continuous, formative evaluation system ,also it should be respectful about the learning rhythm of the students, however, through the years for responding to quality standards, which are the same for all institutions at the national level, I have reconsidered the principles of the model, and I ask : How develop evaluative practices in a multigrade classroom in Florentino Blanco educational rural center in Zulia municipality ?. Initially, it was possible to identify some aspects that affect the evaluation process, so later I recognize features of the evaluation in the multigrade classroom, such as: unknowledge of the new school model by teachers, standardized tests, there is not texts niether appropriate educational materials , parents do not have knowledges about the topic, for this reason they do not accompain their children in the process, which affects academic performance of the students, these elements turn the evaluation process into a measurement mechanism, that is not coherence between the institutional documents and the implementation of the evaluation system by teachers. The present investigative work was developed from the principles of the systemic paradigm from an integrated qualitative approach and the implementation of techniques such as the semi-structured interview, student survey and perception scale applied to teachers in order to recognize the interpretation of the evaluation process. On the part of the educators in relation wih the students, findings obtained allowed to identify the necesity to think about the evaluation process and egually the pedagogical practices of the teachers involved in this investigation, with the purpose of providing students a holistic education for responding to a new life style.
This work is about evaluation practices in multigrade environments, according to MEN orentations and educacional quality standard taking in acount the institutional evaluation system, for this purpose we are developed the following categories : evaluation strategies, evaluation practices in new school and evaluative practices in a multigrade context. By the other hand, the evaluation must be at the service of the practice for improving and participating the actors in the process, the new school model should be a flexible, continuous, formative evaluation system ,also it should be respectful about the learning rhythm of the students, however, through the years for responding to quality standards, which are the same for all institutions at the national level, I have reconsidered the principles of the model, and I ask : How develop evaluative practices in a multigrade classroom in Florentino Blanco educational rural center in Zulia municipality ?. Initially, it was possible to identify some aspects that affect the evaluation process, so later I recognize features of the evaluation in the multigrade classroom, such as: unknowledge of the new school model by teachers, standardized tests, there is not texts niether appropriate educational materials , parents do not have knowledges about the topic, for this reason they do not accompain their children in the process, which affects academic performance of the students, these elements turn the evaluation process into a measurement mechanism, that is not coherence between the institutional documents and the implementation of the evaluation system by teachers. The present investigative work was developed from the principles of the systemic paradigm from an integrated qualitative approach and the implementation of techniques such as the semi-structured interview, student survey and perception scale applied to teachers in order to recognize the interpretation of the evaluation process. On the part of the educators in relation wih the students, findings obtained allowed to identify the necesity to think about the evaluation process and egually the pedagogical practices of the teachers involved in this investigation, with the purpose of providing students a holistic education for responding to a new life style.
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Palabras clave
escuela nueva, ruralidad, prácticas evaluativas, ambientes multigrados, New school, Rurality, Evaluative practices, Multigrade environments