Prácticas y concepciones docentes sobre la evaluación del aprendizaje de la lengua castellana en básica secundaria
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Fecha
2020
Autores
Suárez Arias, Yosmaira
Salcedo Díaz, Jessica Paola
Martinez Torres, Ana Yolanda Del Rosario
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Este estudio investigativo se realizó con el propósito de conocer las prácticas y
concepciones docentes sobre la evaluación del aprendizaje de la lengua castellana en la
básica secundaria de una Institución Educativa en la ciudad de Cúcuta. Para este logro se
analizó en la planeación curricular el proceso evaluativo de la lengua castellana en la básica
secundaria. Además se identificó el proceso evaluativo de la lengua castellana, desde las
prácticas pedagógicas, Finalmente se develaron las concepciones docentes sobre el proceso
evaluativo de la lengua castellana en la básica secundaria. La investigación se desarrolló
desde el paradigma histórico hermenéutico, con un enfoque cualitativo, un diseño no
experimental de tipo descriptivo y con el método etnográfico. El proceso de recolección de
información se desarrolló utilizando las técnicas de: revisión documental, con el
instrumento matriz de análisis; la técnica de observación no participante, con el instrumento
diarios de campo y la técnica de entrevista, con el instrumento cuestionario semi
estructurado. Los informantes clave fueron cuatro docentes de la básica secundaria que se
desempañan en el área de lengua castellana. Los resultados muestran que: la planeación
curricular de la institución escolar, compuesta por el PEI, el SIEE, plan de área y de aula, si
tiene en cuenta la evaluación de los estudiantes como proceso formativo, permanente,
integral y participativo. No hay coherencia entre lo planeado en el currículo institucional
sobre la evaluación en lengua castellana y las prácticas pedagogías docentes. Y con relación
a las concepciones, tampoco hay coherencia entre lo que realizan los docentes en las
prácticas pedagógicas y lo que plantean en el discurso sobre el hecho evaluativo.
Finalmente, se concluye que el currículo institucional plantea una evaluación formativa,
integral, participativa y permanente, que propende por el crecimiento personal de los
estudiantes y los prepara para la vida. De la misma manera, los docentes en sus
concepciones, expresan ideas similares sobre el proceso evaluativo y tienen claridad sobre
la importancia de una evaluación formativa acorde a una educación con enfoque de
competencias. La ruptura que se evidencia en la investigación, se produjo en las prácticas
pedagógicas de los docentes de lengua castellana, toda vez que en el proceso de enseñanza
y aprendizaje, no se evidenció el uso de la evaluación formativa desde una visión integral,
desde donde se devele el empoderamiento de los saberes propios de la lengua castellana.
This research study was carried out with the purpose of knowing the teaching practices and conceptions on the evaluation of the learning of the Spanish language in the basic secondary of an Educational Institution in the city of Cúcuta. For this achievement, the evaluation process of the Spanish language in the basic secondary was analyzed in the curricular planning. In addition, the evaluative process of the Spanish language was identified, from the pedagogical practices. Finally, the teaching conceptions about the evaluative process of the Spanish language in the secondary school were unveiled. The research was developed from the hermeneutical historical paradigm, with a qualitative approach, a descriptive non-experimental design and with the ethnographic method. The information collection process was developed using the techniques of: document review, with the matrix analysis instrument; the non-participant observation technique, with the field diaries instrument and the interview technique, with the semi-structured questionnaire instrument. The key informants were four elementary school teachers who work in the Spanish language area. The results show that: the curricular planning of the school institution, made up of the PEI, the SIEE, the area plan and the classroom plan, if it takes into account the evaluation of the students as a formative, permanent, comprehensive and participatory process. There is no coherence between what is planned in the institutional curriculum on assessment in the Spanish language and the practical teaching pedagogies. And in relation to conceptions, there is also no coherence between what teachers do in pedagogical practices and what they propose in the discourse on the evaluative fact. Finally, it is concluded that the institutional curriculum proposes a formative, comprehensive, participatory and permanent evaluation, which aims at the personal growth of the students and prepares them for life. In the same way, teachers in their conceptions, express similar ideas about the evaluation process and are clear about the importance of a formative evaluation according to an education with a focus on competencies. The break that is evident in the research, occurred in the pedagogical practices of teachers of the Spanish language, since in the teaching and learning process, the use of formative evaluation from an integral vision was not evidenced, from where unveil the empowerment of the knowledge of the Spanish language.
This research study was carried out with the purpose of knowing the teaching practices and conceptions on the evaluation of the learning of the Spanish language in the basic secondary of an Educational Institution in the city of Cúcuta. For this achievement, the evaluation process of the Spanish language in the basic secondary was analyzed in the curricular planning. In addition, the evaluative process of the Spanish language was identified, from the pedagogical practices. Finally, the teaching conceptions about the evaluative process of the Spanish language in the secondary school were unveiled. The research was developed from the hermeneutical historical paradigm, with a qualitative approach, a descriptive non-experimental design and with the ethnographic method. The information collection process was developed using the techniques of: document review, with the matrix analysis instrument; the non-participant observation technique, with the field diaries instrument and the interview technique, with the semi-structured questionnaire instrument. The key informants were four elementary school teachers who work in the Spanish language area. The results show that: the curricular planning of the school institution, made up of the PEI, the SIEE, the area plan and the classroom plan, if it takes into account the evaluation of the students as a formative, permanent, comprehensive and participatory process. There is no coherence between what is planned in the institutional curriculum on assessment in the Spanish language and the practical teaching pedagogies. And in relation to conceptions, there is also no coherence between what teachers do in pedagogical practices and what they propose in the discourse on the evaluative fact. Finally, it is concluded that the institutional curriculum proposes a formative, comprehensive, participatory and permanent evaluation, which aims at the personal growth of the students and prepares them for life. In the same way, teachers in their conceptions, express similar ideas about the evaluation process and are clear about the importance of a formative evaluation according to an education with a focus on competencies. The break that is evident in the research, occurred in the pedagogical practices of teachers of the Spanish language, since in the teaching and learning process, the use of formative evaluation from an integral vision was not evidenced, from where unveil the empowerment of the knowledge of the Spanish language.
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Palabras clave
Currículo, Prácticas pedagógicas, Concepciones docentes, Evaluación, Curriculum, Pedagogical practices, Teaching concepts, Evaluation
