Las prácticas evaluativas sobre la calidad educativa en el área de ciencias naturales, en el grado noveno, de la Institución Educativa Jaime Garzón, Cúcuta
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Fecha
2020
Autores
Puerto Botello, Laudith Cristina
Casanova Parada, Martha Karime
Pineda Rodriguez, Wendry Yurley
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La educación desde la concepción de la UNESCO (2019), es concebida como un derecho humano y una fuerza del desarrollo sostenible y de la paz, destacando así, que los gobiernos tienen la responsabilidad principal de garantizar el derecho a una educación de calidad, haciendo frente a los desafíos educativos y de tal forma, construir sistemas inclusivos, equitativos y pertinentes para todos los educandos. De allí, que se orientan los espacios de formación académicos hacia la construcción de una calidad educativa, a través de procesos evaluativos que conlleven a la determinación de las debilidades en materia de educación a nivel regional y nacional.
En este sentido se lleva a cabo la estructura del presente trabajo de investigación, el cual evidencia las practicas evaluativas desarrolladas en la institución educativa Jaime Garzón, dentro del marco de los requisitos previstos en la Maestría en Educación de la Universidad Simón Bolívar, donde su objetivo principal está orientado hacia la comprensión de la postura paradigmática evaluativa del docente frente a los procesos de calidad educativa, para el área de ciencias de noveno grado; tomando como base un paradigma interpretativo, con un enfoque cualitativo, además representado por una metodología multi método y un diseño hermenéutico, enmarcado en cuatro fases, preparatoria, trabajo de campo, analítica e informativa. Rodríguez & otros (1996).
Los requerimientos en materia de educación vienen presentándose con mayor auge en los últimos años, factores como la ciencia y la cultura vienen directamente ligados a dicho proceso de formación, tomados como la base principal del desarrollo y crecimiento de los países. De este modo se hace indispensable tomar mayor interés en los elementos claves de este proceso de adquisición de conocimientos como lo es la evaluación, con el fin de determinar los avances, logros y de forma permanente los retrocesos que se pueden presentar en las aulas de clase, interviniendo de manera plena en el objetivo general de la enseñanza aprendizaje.
En la presente investigación se utilizaron técnicas como el análisis documental por medio de una matriz de análisis de documentos propios de la Institución Educativa y del Ministerio de Educación Nacional, por otra parte, la aplicación de una entrevista semiestructurada a través de un cuestionario, el cual se realizó a tres docentes del área investigada. Finalmente, se realiza un proceso de triangulación, el cual permitió seleccionar categorías que conllevaron a determinar que la evaluación es un proceso constante, permanente y procesual, basada en calidad educativa, competencias del área y desarrollo sostenible del país, que apunta a la mejora continua, por lo que los procesos de mejoramiento educativo generan acciones y planes que elevan los niveles de aprendizaje y por consiguiente el cumplimiento de metas establecidas dentro de la misión académica y formativa respectiva.
Education from the conception of UNESCO (2019), is conceived as a human right and a force for sustainable development and peace, thus highlighting that governments have the main responsibility to guarantee the right to quality education, making facing educational challenges and in such a way, build inclusive, equitable and relevant systems for all learners. Hence, academic training spaces are oriented towards the construction of educational quality, through evaluative processes that lead to the determination of weaknesses in education at the regional and national level. In this sense, the structure of the present research work is carried out, which evidences the evaluative practices developed in the educational institution Jaime Garzón, within the framework of the requirements provided in the Master's in Education at the Simón Bolívar University, where its objective The main one is oriented towards understanding the paradigmatic evaluative position of the teacher in the face of educational quality processes, for the ninth grade science area; based on an interpretive paradigm, with a qualitative approach, also represented by a multi-method methodology and a hermeneutical design, framed in four phases, preparatory, field work, analytical and informative. Rodríguez & others (1996). The educational requirements have been presented with greater growth in recent years, factors such as science and culture are directly linked to said training process, taken as the main basis for the development and growth of countries. In this way, it is essential to take greater interest in the key elements of this knowledge acquisition process such as evaluation, in order to determine the progress, achievements and permanently the setbacks that can occur in the classrooms, fully intervening in the general objective of teaching-learning. In this research, techniques such as documentary analysis were used by means of an analysis matrix of documents from the Educational Institution and the Ministry of National Education, on the other hand, the application of a semi-structured interview through a questionnaire, which Three teachers from the investigated area were carried out. Finally, a triangulation process is carried out, which allowed selecting categories that led to determining that the evaluation is a constant, permanent and procedural process, based on educational quality, skills in the area and sustainable development of the country, which aims at continuous improvement. Therefore, the educational improvement processes generate actions and plans that raise learning levels and consequently the fulfillment of goals established within the respective academic and training mission.
Education from the conception of UNESCO (2019), is conceived as a human right and a force for sustainable development and peace, thus highlighting that governments have the main responsibility to guarantee the right to quality education, making facing educational challenges and in such a way, build inclusive, equitable and relevant systems for all learners. Hence, academic training spaces are oriented towards the construction of educational quality, through evaluative processes that lead to the determination of weaknesses in education at the regional and national level. In this sense, the structure of the present research work is carried out, which evidences the evaluative practices developed in the educational institution Jaime Garzón, within the framework of the requirements provided in the Master's in Education at the Simón Bolívar University, where its objective The main one is oriented towards understanding the paradigmatic evaluative position of the teacher in the face of educational quality processes, for the ninth grade science area; based on an interpretive paradigm, with a qualitative approach, also represented by a multi-method methodology and a hermeneutical design, framed in four phases, preparatory, field work, analytical and informative. Rodríguez & others (1996). The educational requirements have been presented with greater growth in recent years, factors such as science and culture are directly linked to said training process, taken as the main basis for the development and growth of countries. In this way, it is essential to take greater interest in the key elements of this knowledge acquisition process such as evaluation, in order to determine the progress, achievements and permanently the setbacks that can occur in the classrooms, fully intervening in the general objective of teaching-learning. In this research, techniques such as documentary analysis were used by means of an analysis matrix of documents from the Educational Institution and the Ministry of National Education, on the other hand, the application of a semi-structured interview through a questionnaire, which Three teachers from the investigated area were carried out. Finally, a triangulation process is carried out, which allowed selecting categories that led to determining that the evaluation is a constant, permanent and procedural process, based on educational quality, skills in the area and sustainable development of the country, which aims at continuous improvement. Therefore, the educational improvement processes generate actions and plans that raise learning levels and consequently the fulfillment of goals established within the respective academic and training mission.
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Palabras clave
Evaluación, Calidad educativa, Práctica evaluativa, Ciencias naturales, Evaluation, Educational quality, Evaluative practice, Natural sciences
