Evaluaciones utilizadas en estudiantes con desfase de edad en los grupos para la aceleración de los aprendizajes formados bajo el modelo de educación flexible desde la óptica de la inserción escolar
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Fecha
2021
Autores
Granados Zambrano, Jonathan
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Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La inclusión busca que todas los estudiantes tengan la posibilidad de hacer valer sus derechos; para lograr con esto los beneficios educativos, culturales y sociales que deben estar orientados hacia el cumplimiento del mandato constitucional y brindar la oportunidad necesaria a quien lo requiere; en ese sentido se desarrolló una investigación en el Colegio Claudia María Prada Ayala de la ciudad de Cúcuta, con el objetivo de: Examinar las evaluaciones utilizadas en alumnos con desfase de edad dentro los grupos de aceleración de aprendizajes que se forman bajo el modelo de educación flexible desde la óptica de la inclusión educativa. Un marco referencial con antecedentes, bases teóricas, conceptuales y legales. Metodológicamente se orientó por el paradigma interpretativo, enfoque cualitativo, método hermenéutico, sujetos participantes se seleccionaron 6 docentes; un escenario escolar (colegio Claudia María Prada), entrevista a profundidad y finalmente se llegó al procesamiento y análisis de la información; alcanzando las siguientes conclusiones. Los estudiantes que están en extra edad pertenecen a estratos sociales 0,1 y 2 con menor número de oportunidades; los cupos que ofrece el colegio en el PAA termina siendo insuficiente; el SENA ofrece la capacitación para los pocos estudiantes que logran sacar el bachillerato; la práctica evaluativa debe estar más orientada a las necesidades e intereses de los estudiantes; existen debilidades en el proceso evaluativo por falta de capacitación previa en los docentes que asumen la responsabilidad del programa; conviene llevar adelante la rúbrica como propuesta de evaluación dada la cantidad de retiros dentro del colegio
Inclusion seeks that all students have the possibility of asserting their rights; to achieve with this the educational, cultural and social benefits that must be oriented towards the fulfillment of the constitutional mandate and provide the necessary opportunity to those who require it; in this sense a research was developed in the Claudia María Prada Ayala School in the city of Cúcuta, with the objective of: Examine the evaluations used in students with age gap within the learning acceleration groups that are formed under the flexible education model from the perspective of educational inclusion. A referential framework with background, theoretical, conceptual and legal bases. Methodologically, it was oriented by the interpretative paradigm, qualitative approach, hermeneutic method, 6 teachers were selected as participating subjects; a school scenario (Claudia María Prada school), in-depth interview and finally the information was processed and analyzed, reaching the following conclusions. The students who are in extra age belong to social strata 0,1 and 2 with fewer opportunities; the quotas offered by the school in the PAA end up being insufficient; the SENA offers training for the few students who manage to get the baccalaureate; the evaluative practice should be more oriented to the needs and interests of the students; there are weaknesses in the evaluative process due to lack of previous training in the teachers who assume the responsibility of the program; it is convenient to carry out the rubric as an evaluation proposal given the amount of withdrawals within the school.
Inclusion seeks that all students have the possibility of asserting their rights; to achieve with this the educational, cultural and social benefits that must be oriented towards the fulfillment of the constitutional mandate and provide the necessary opportunity to those who require it; in this sense a research was developed in the Claudia María Prada Ayala School in the city of Cúcuta, with the objective of: Examine the evaluations used in students with age gap within the learning acceleration groups that are formed under the flexible education model from the perspective of educational inclusion. A referential framework with background, theoretical, conceptual and legal bases. Methodologically, it was oriented by the interpretative paradigm, qualitative approach, hermeneutic method, 6 teachers were selected as participating subjects; a school scenario (Claudia María Prada school), in-depth interview and finally the information was processed and analyzed, reaching the following conclusions. The students who are in extra age belong to social strata 0,1 and 2 with fewer opportunities; the quotas offered by the school in the PAA end up being insufficient; the SENA offers training for the few students who manage to get the baccalaureate; the evaluative practice should be more oriented to the needs and interests of the students; there are weaknesses in the evaluative process due to lack of previous training in the teachers who assume the responsibility of the program; it is convenient to carry out the rubric as an evaluation proposal given the amount of withdrawals within the school.
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Evaluaciones, Extra edad, Programa aceleración de los aprendizajes, Evaluations, Extra-age, Learning acceleration program