Concepciones docentes en torno a la evaluación: De la ontología a la praxis evaluativa en los procesos de enseñanza y aprendizaje
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Fecha
2025
Autores
Gelvez Manrique, Javier Darío
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación doctoral analiza las concepciones ontoepistémicas que sostienen docentes de secundaria en contextos rurales frente a la evaluación del aprendizaje, y contrasta dichos marcos con sus prácticas evaluativas reales. Parte del reconocimiento de la evaluación como una práctica ética, situada y relacional, y problematiza la distancia entre los marcos normativos estandarizados y las formas concretas de evaluar en escenarios escolares marcados por desigualdad estructural.
Desde un enfoque cualitativo hermenéutico, el estudio se desarrolló en una institución rural del municipio de Cúcuta, empleando entrevistas semiestructuradas, grupos focales y análisis asistido por NVivo. Las categorías —cosmovisión, axiología, identidad y marco sociocultural—permitieron comprender el sentido que adquiere la evaluación como acto pedagógico y político.
Los hallazgos evidencian tensiones entre concepciones formativas, éticas y dialógicas declaradas por los docentes, y unas prácticas condicionadas por exigencias normativas, presiones institucionales y limitaciones contextuales. No obstante, se identifican estrategias de resistencia y resignificación que configuran una evaluación situada, crítica y comprometida con la justicia educativa. Se concluye que toda práctica evaluativa está atravesada por supuestos sobre el saber, el aprendizaje y la subjetividad. Comprender estas concepciones posibilita transformar el juicio evaluativo en clave emancipadora. La investigación ofrece aportes teóricos y metodológicos para
repensar la formación docente y el acompañamiento institucional en contextos rurales, desde una ética del cuidado y el reconocimiento.
This doctoral research analyzes the onto-epistemological conceptions held by secondary school teachers in rural contexts regarding the assessment of learning, and contrasts these frameworks with their actual evaluative practices. It begins by recognizing assessment as an ethical, situated, and relational practice, and problematizes the gap between standardized normative frameworks and the concrete ways in which teachers evaluate in school settings marked by structural inequality. From a qualitative hermeneutic approach, the study was conducted in a rural institution in the municipality of Cúcuta, using semi-structured interviews, focus groups, and NVivo-assisted analysis. The categories —worldview, axiology, identity, and sociocultural framework— made it possible to understand the meaning of assessment as a pedagogical and political act. Findings reveal tensions between the formative, ethical, and dialogical conceptions declared by teachers and practices shaped by normative demands, institutional pressures, and contextual limitations. Nonetheless, strategies of resistance and re-signification were identified, which configure a situated, critical assessment practice committed to educational justice. The study concludes that all evaluative practice is traversed by assumptions about knowledge, learning, and subjectivity. Understanding these conceptions allows for the transformation of evaluative judgment through an emancipatory lens. The research provides theoretical and methodological contributions to rethinking teacher education and institutional support in rural contexts from an ethics of care and recognition.
This doctoral research analyzes the onto-epistemological conceptions held by secondary school teachers in rural contexts regarding the assessment of learning, and contrasts these frameworks with their actual evaluative practices. It begins by recognizing assessment as an ethical, situated, and relational practice, and problematizes the gap between standardized normative frameworks and the concrete ways in which teachers evaluate in school settings marked by structural inequality. From a qualitative hermeneutic approach, the study was conducted in a rural institution in the municipality of Cúcuta, using semi-structured interviews, focus groups, and NVivo-assisted analysis. The categories —worldview, axiology, identity, and sociocultural framework— made it possible to understand the meaning of assessment as a pedagogical and political act. Findings reveal tensions between the formative, ethical, and dialogical conceptions declared by teachers and practices shaped by normative demands, institutional pressures, and contextual limitations. Nonetheless, strategies of resistance and re-signification were identified, which configure a situated, critical assessment practice committed to educational justice. The study concludes that all evaluative practice is traversed by assumptions about knowledge, learning, and subjectivity. Understanding these conceptions allows for the transformation of evaluative judgment through an emancipatory lens. The research provides theoretical and methodological contributions to rethinking teacher education and institutional support in rural contexts from an ethics of care and recognition.
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Palabras clave
Evaluación educativa, Concepciones docentes, Justicia educativa, Ruralidad, Ontoepistemología
