Trascendencia de las prácticas evaluativas in-situ sobre calidad Educativa en lenguaje del grado quinto de básica primaria Caso: Institución Educativa Presbítero Daniel Jordán sede Teresa Guasch, Cúcuta, Norte de Santander
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Fecha
2020
Autores
Barrientos Orozco, Yaneth
Gómez Melo, Lucia Marcella
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El proyecto investigativo tuvo como objetivo, comprender la trascendencia de la postura paradigmática evaluativa del docente de quinto grado en el área de Lengua Castellana frente al proceso de calidad educativa de la Institución Educativa Presbítero Daniel Jordán sede Teresa Guasch; para lo cual se planteó una metodología bajo un paradigma interpretativo comprensivo, con un enfoque cualitativo y un diseño hermenéutico. Además, se incluyeron fuentes de información documental e informantes claves, siendo estos docentes del área de Lengua Castellana de la institución objeto de estudio, quienes a su vez participaron en una entrevista de orden cualitativo la cual fue previamente validada; también se diseñaron tres matrices (documental, comparativa y de respuesta a la entrevista). Entorno a los resultados de la investigación, se pudo hallar inicialmente que a nivel comparativo de la evaluación insitu y las pruebas de calidad, la institución ha desarrollado un plan de mejora en cuanto a la implementación de estrategias de enseñanza favoreciendo el desempeño en las pruebas censales, sin embargo, no se han ajustado a fondo los documentos orientadores que sustentan la práctica docente. Además, con respecto a la concepción paradigmática de los docentes, se encontró que estos logran el manejo de un discurso epistemológico de la evaluación, pero en la realidad de la praxis no se observa de esta manera, es decir en la práctica se encuentran grandes vacíos entre el ser y el deber ser de los procesos evaluativos en el aula, perdiendo el alcance real de las estrategias evaluativas. Por último, en cuanto a la teorización pertinente al proceso investigativo, se pudo indicar que la concepción del docente entrevistado es romántica, pero no hay una ejecución pertinente, además de haber una inconsistencia de fondo, debido a que la evaluación se desarrolla de acuerdo con las instrucciones del docente, pero los documentos institucionales no lo evidencian de esta manera. De lo anterior se puede indicar que la evaluación requiere de una reinvención en la institución objeto de estudio, y la cualificación de los docentes para asumir los retos evaluativos.
The objective of the research project was to understand the transcendence of the evaluative paradigmatic posture of the fifth grade teacher in the area of Spanish Language in the process of educational quality at the Presbítero Daniel Jordán Educational Institution Teresa Guasch; for which a methodology was proposed under a comprehensive interpretative paradigm, with a qualitative approach and a hermeneutic design. In addition, documentary sources of information and key informants were included, being these teachers of the area of Spanish Language of the institution under study, who in turn participated in a qualitative interview which was previously validated; three matrices were also designed (documentary, comparative and response to the interview). Regarding the results of the research, it was initially found that at the comparative level of the on-site evaluation and the quality tests, the institution has developed an improvement plan regarding the implementation of teaching strategies favoring the performance in the census tests, however, the guiding documents that support the teaching practice have not been thoroughly adjusted. In addition, with respect to the paradigmatic conception of teachers, it was found that they manage an epistemological discourse of evaluation, but in the reality of praxis it is not observed in this way, that is to say, in practice there are big gaps between what is and what should be of the evaluative processes in the classroom, losing the real scope of the evaluative strategies. Finally, regarding the theorization relevant to the research process, it was possible to indicate that the conception of the teacher interviewed is romantic, but there is no pertinent execution, besides there is an inconsistency of substance, because the evaluation is developed according to the teacher's instructions, but the institutional documents do not show it in this way. From the above, it can be indicated that evaluation requires a reinvention in the institution under study, and the qualification of teachers to assume the evaluative challenges.
The objective of the research project was to understand the transcendence of the evaluative paradigmatic posture of the fifth grade teacher in the area of Spanish Language in the process of educational quality at the Presbítero Daniel Jordán Educational Institution Teresa Guasch; for which a methodology was proposed under a comprehensive interpretative paradigm, with a qualitative approach and a hermeneutic design. In addition, documentary sources of information and key informants were included, being these teachers of the area of Spanish Language of the institution under study, who in turn participated in a qualitative interview which was previously validated; three matrices were also designed (documentary, comparative and response to the interview). Regarding the results of the research, it was initially found that at the comparative level of the on-site evaluation and the quality tests, the institution has developed an improvement plan regarding the implementation of teaching strategies favoring the performance in the census tests, however, the guiding documents that support the teaching practice have not been thoroughly adjusted. In addition, with respect to the paradigmatic conception of teachers, it was found that they manage an epistemological discourse of evaluation, but in the reality of praxis it is not observed in this way, that is to say, in practice there are big gaps between what is and what should be of the evaluative processes in the classroom, losing the real scope of the evaluative strategies. Finally, regarding the theorization relevant to the research process, it was possible to indicate that the conception of the teacher interviewed is romantic, but there is no pertinent execution, besides there is an inconsistency of substance, because the evaluation is developed according to the teacher's instructions, but the institutional documents do not show it in this way. From the above, it can be indicated that evaluation requires a reinvention in the institution under study, and the qualification of teachers to assume the evaluative challenges.
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Palabras clave
Calidad educativa, Competencias, Concepción, Evaluación, Pruebas saber, Educational quality, Competencies, Conception, Evaluation, Knowledge tests
