Representaciones sociales de los estudiantes de sexto grado, frente a las prácticas evaluativas de una institución educativa pública, de Cúcuta
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Fecha
2021
Autores
Álvarez Pérez María Juliana
Yáñez Díaz Jesica Paola
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La investigación tuvo como objetivo analizar las representaciones sociales que tienen los estudiantes en su transición educativa de primaria a secundaria frente a las prácticas evaluativas, en la IE Julio Pérez Ferrero sede Cundinamarca, favoreciendo su adaptación escolar.
La metodología utilizada en la investigación se realizó bajo un enfoque cualitativo complementario descriptivo de carácter hermenéutico, teniendo como sujetos de estudio a cien estudiantes de sexto grado de una Institución educativa Julio Pérez Ferrero de San José de Cúcuta. Los instrumentos de recolección de datos fueron: una entrevista semiestructurada, encuesta y narrativa testimonial. Debido a las condiciones de la pandemia COVID 19 la aplicación de los instrumentos se llevó a cabo por medio de llamadas telefónicas y por medio de Google forms. Se hizo un análisis categorial de acuerdo a una metodología emergente mediante códigos abiertos analizados como categorías iniciales reconocidas como simbólicas agrupadas en categorías selectiva. Tomando como prioridad tres categorías: las prácticas evaluativas; las representaciones sociales y transición educativa de primaria a secundaria.
Los resultados más significativos para esta investigación es el reconocimiento que tienen los estudiantes frente a las distintas formas de evaluar en el proceso transitorio del grado quinto al grado sexto, que la diferencia radica más en el hacer que en el ser quedando mayor responsabilidad en el estudiante. Por lo tanto, los estudiantes consideran que las estrategias implementadas en los niveles educativos de las de bachillerato es más aceptada el trabajo colaborativo. Se concluye que los estudiantes reconocen las actitudes y estrategias que han sido implementadas en los distintos niveles educativos, permitiendo que se favorezcan los encuentros pedagógicos siempre y cuando el docente brinde orientaciones apropiadas que deriven al mejoramiento de los procesos de enseñanza y de prácticas evaluativas que imparte a sus estudiantes en la transición educativa.
The research had the objective of analyzing the social representations that students have in their educational transition from primary to secondary in front of the evaluative practices, in the EI Julio Perez Ferrero headquarters in Cundinamarca, favoring their school adaptation. The methodology used in the research was carried out under a complementary descriptive qualitative approach of phenomenological character, having as study subjects one hundred sixth grade students of an educational institution Julio Perez Ferrero of San José de Cucuta. The instruments of data collection were: a semi-structured interview, survey and testimonial narrative. Due to the conditions of the COVID 19 pandemic, the application of the instruments was carried out by means of telephone calls and through Google forms. Categorical analysis was done according to an emerging methodology using open source analyzed as initial categories recognized as symbolic grouped into selective categories. Taking as a priority three categories: evaluative practices; social representations and educational transition from primary to secondary. The most significant results for this research is the recognition that students have in front of the different forms of evaluation in the transition process from fifth to sixth grade, that the difference lies more in doing than in being, leaving more responsibility in the student. Therefore, students consider that the strategies implemented in the educational levels of high school are more accepted the collaborative work. It is concluded that students recognize the attitudes and strategies that have been implemented in the different educational levels, allowing that the pedagogical meetings are favored as long as the teacher provides appropriate orientations that derive to the improvement of the teaching processes and of the evaluative practices that he gives to his students in the educational transition
The research had the objective of analyzing the social representations that students have in their educational transition from primary to secondary in front of the evaluative practices, in the EI Julio Perez Ferrero headquarters in Cundinamarca, favoring their school adaptation. The methodology used in the research was carried out under a complementary descriptive qualitative approach of phenomenological character, having as study subjects one hundred sixth grade students of an educational institution Julio Perez Ferrero of San José de Cucuta. The instruments of data collection were: a semi-structured interview, survey and testimonial narrative. Due to the conditions of the COVID 19 pandemic, the application of the instruments was carried out by means of telephone calls and through Google forms. Categorical analysis was done according to an emerging methodology using open source analyzed as initial categories recognized as symbolic grouped into selective categories. Taking as a priority three categories: evaluative practices; social representations and educational transition from primary to secondary. The most significant results for this research is the recognition that students have in front of the different forms of evaluation in the transition process from fifth to sixth grade, that the difference lies more in doing than in being, leaving more responsibility in the student. Therefore, students consider that the strategies implemented in the educational levels of high school are more accepted the collaborative work. It is concluded that students recognize the attitudes and strategies that have been implemented in the different educational levels, allowing that the pedagogical meetings are favored as long as the teacher provides appropriate orientations that derive to the improvement of the teaching processes and of the evaluative practices that he gives to his students in the educational transition
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Palabras clave
Representaciones sociales, Prácticas evaluativas, Transición escolar, Social representations, Evaluative practices, School transition
