Trascendencia de la postura paradigmática evaluativa del docente de lengua castellana en el desempeño en la competencia lectora de los estudiantes de grado noveno en la Institución Educativa Colegio Manuel Antonio Rueda Jara, Villa del Rosario
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Fecha
2021
Autores
Rivera Pinzón Victor Alfredo
Sanchez Barajas Maritza
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La práctica educativa se enfrenta a importantes desafíos en la sociedad de nuestros días, razón por la cual, los procesos evaluativos fomentan el análisis y medición del conocimiento, siendo el mejor referente para el desarrollo de aprendizajes en los educandos y para el mejoramiento de la calidad formativa de las instituciones. La investigación se fundamenta en un enfoque hermenéutico fenomenológico y en el paradigma interpretativo histórico hermenéutico, mediante un diseño cualitativo, que se desarrolla en cuatro etapas con revisión teórica, la aplicación de instrumentos y el planteamiento de una propuesta. La unidad de análisis del proyecto estuvo focalizada hacia los docentes de lengua castellana y estudiantes de grado noveno, quienes son analizados a través de la entrevista, la encuesta y la matriz documental. Entre los resultados se puede evidenciar la falta de planeación y estructuración de las pruebas internas de evaluación y la escaza coherencia respecto a las evaluaciones externas. Es necesario tener en cuenta los tres componentes de la competencia lectora para la organización de las evaluaciones, de manera que sean más eficaces y contribuya el desarrollo de la competencia lectora en los estudiantes. A partir de estos resultados, se presenta una propuesta para el mejoramiento de los aprendizajes y de la calidad educativa de la institución.
La unidad de análisis del proyecto estuvo focalizada hacia los docentes de noveno grado, de lengua castellana, quienes son analizados a través de la entrevista, la encuesta y la matriz documental. Entre los resultados se pueden evidenciar entre otros, falta de planeación y estructuración de las pruebas internas de evaluación, con falta de coherencia respecto a las evaluaciones externas que tiene en cuenta los tres componentes de la competencia lectora para la organización de la prueba, para que se más eficaz y contribuya el desarrollo de la competencia lectora en los estudiantes, reflejando un mejoramiento de los aprendizajes y de la calidad educativa de la institución.
The educational practice faces important challenges in today's society, which is why evaluation processes promote the analysis and measurement of knowledge, being the best reference for the development of learning in students and for quality improvement. training of institutions. The research is based on a phenomenological hermeneutical approach and on the hermeneutic historical interpretive paradigm, through a qualitative design, which is developed in four stages with theoretical review, the application of instruments and the formulation of a proposal. The unit of analysis of the project was focused on Spanish language teachers and ninth grade students, who are analyzed through the interview, the survey and the documentary matrix. The results include the lack of planning and structuring of the internal evaluation tests and the lack of coherence with respect to the external evaluations. It is necessary to take into account the three components of reading competence for the organization of the assessments, so that they are more effective and contribute to the development of reading competence in students. Based on these results, a proposal is presented for the improvement of learning and the educational quality of the institution. The unit of analysis of the project was focused on teachers of the ninth grade, of Spanish language, who are analyzed through the interview, the survey and the documentary matrix. Among the results can be evidenced, among others, lack of planning and structuring of internal evaluation tests, with lack of coherence with respect to external evaluations that take into account the three components of reading competence for the organization of the test, so that be more effective and contribute to the development of reading competence in students, reflecting an improvement in learning and educational quality of the institution.
The educational practice faces important challenges in today's society, which is why evaluation processes promote the analysis and measurement of knowledge, being the best reference for the development of learning in students and for quality improvement. training of institutions. The research is based on a phenomenological hermeneutical approach and on the hermeneutic historical interpretive paradigm, through a qualitative design, which is developed in four stages with theoretical review, the application of instruments and the formulation of a proposal. The unit of analysis of the project was focused on Spanish language teachers and ninth grade students, who are analyzed through the interview, the survey and the documentary matrix. The results include the lack of planning and structuring of the internal evaluation tests and the lack of coherence with respect to the external evaluations. It is necessary to take into account the three components of reading competence for the organization of the assessments, so that they are more effective and contribute to the development of reading competence in students. Based on these results, a proposal is presented for the improvement of learning and the educational quality of the institution. The unit of analysis of the project was focused on teachers of the ninth grade, of Spanish language, who are analyzed through the interview, the survey and the documentary matrix. Among the results can be evidenced, among others, lack of planning and structuring of internal evaluation tests, with lack of coherence with respect to external evaluations that take into account the three components of reading competence for the organization of the test, so that be more effective and contribute to the development of reading competence in students, reflecting an improvement in learning and educational quality of the institution.
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Palabras clave
Practicas evaluativas, Competencia lectora, Interdisciplinariedad, Calidad educativa, Evaluative practices, Reading competence, Interdisciplinarity, Educational quality