Evaluación dialógica de los aprendizajes: una visión colaborativa para la formación integral transformadora de los estudiantes
Cargando...
Fecha
2022
Autores
Humánez Ruiz, Mónica de Jesús
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación pretende proponer unos presupuestos de evaluación dialógica de
los aprendizajes desde una fundamentación epistemológica, pedagógica y metodológica que
conduzcan a la formación integral en los estudiantes de básica secundaria, estableciendo como
campo de acción los procesos de enseñanza y aprendizaje para el fortalecimiento axiológico y
ontológico, enfocados hacia el desarrollo de su proyecto de vida individual y colectivo que
posibiliten la transformación social. Tiene como objeto de estudio la construcción de una
evaluación dialógica de los aprendizajes para la formación integral, desde dinámicas colaborativas,
creativas y transformadoras; para ello se caracteriza las concepciones y prácticas evaluativas de
los docentes, en torno a los referentes epistemológicos y teóricos, asociados a la identificación de
los elementos comunicacionales y actitudinales que permiten la transformación de las prácticas
evaluativas de los actores del proceso educativo, con relación a las características contextuales e
individuales a partir de la dialogicidad y su trascendencia a la configuración de unos sujetos éticos,
políticos, en la formación de la personalidad, la ciudadanía, lo psicosocial y la cultura. La presente
investigación se llevó a cabo mediante el método Investigación-Acción-Educativa con vías
creativas transformadoras (IAECT), desde una postura sociocrítica complejizadora para
fundamentar la vida de los seres humanos, en sus dimensiones de equidad, respeto, libertad,
responsabilidad ambiental y el amor, propicios para la formación integral del ser humano.
The aim of the present research is to propose some assumptions of dialogic evaluation of learning from an epistemological, pedagogical, and methodological foundation; that allow the integral formation of high school students, establishing as a field of action the teaching and learning processes for the axiological and ontological, strengthening focused on the development of their individual and collective life project making possible the social transformation. Its object of study the construction of a dialogic evaluation of learning, for comprehensive training, from collaborative, creative and transformative dynamics; for this, the conceptions are characterized and evaluative practices of teachers, around the epistemological and theoretical references, associated to the identification of the communicational and attitudinal elements that allow the transformation of the evaluative practices of the actors of the educational process, in relation to the contextual and individual characteristics from the dialogicity and its transcendence to the configuration of ethical and political subjects, in the formation of personality, citizenship, psychosocial and culture. The present research was carried out through Research-ActionEducational method with transforming creative dynamic paths (IAECT), from a complexifying socio-critical posture to base the life of human beings, in its dimensions of equity, respect, freedom, environmental responsibility and love, favorable for the integral formation of the human being.
The aim of the present research is to propose some assumptions of dialogic evaluation of learning from an epistemological, pedagogical, and methodological foundation; that allow the integral formation of high school students, establishing as a field of action the teaching and learning processes for the axiological and ontological, strengthening focused on the development of their individual and collective life project making possible the social transformation. Its object of study the construction of a dialogic evaluation of learning, for comprehensive training, from collaborative, creative and transformative dynamics; for this, the conceptions are characterized and evaluative practices of teachers, around the epistemological and theoretical references, associated to the identification of the communicational and attitudinal elements that allow the transformation of the evaluative practices of the actors of the educational process, in relation to the contextual and individual characteristics from the dialogicity and its transcendence to the configuration of ethical and political subjects, in the formation of personality, citizenship, psychosocial and culture. The present research was carried out through Research-ActionEducational method with transforming creative dynamic paths (IAECT), from a complexifying socio-critical posture to base the life of human beings, in its dimensions of equity, respect, freedom, environmental responsibility and love, favorable for the integral formation of the human being.
Descripción
Palabras clave
Aprendizajes colaborativos, Evaluación transformadora, Multidimensionalidad dialógica, Travesía metodológica, Collaborative learning, Transformative evaluation, Dialogic multidimensionality, Methodological journey