Propiciando procesos de comprensión de situaciones evaluativas contextualizadas. : Una experiencia en el aula universitaria
The initial purpose of the investigation "Criteria of Evaluation of Learning in the University Classroom. Critical practice shared between students and teachers?" was to generate scientific knowledge about the use of the evaluation criteria by university teachers in the different evaluatio...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación
2020
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/4307 |
| Sumario: | The initial purpose of the investigation "Criteria of Evaluation of Learning in the University Classroom. Critical practice shared between students and teachers?" was to generate scientific knowledge about the use of the evaluation criteria by university teachers in the different evaluation practices.
The main intention was to know whether this principle had sufficient institutional presence, in university teaching practices, in university chairs of the Teaching Career in Education Sciences of the Faculty of Humanities, of the National University of the Northeast.
To address the object of study, it was worked from participatory framing, which is based (that is emphasized) in the paradigm of critical social theory and aims at theconstruction of scientific knowledge as an emancipating instrument, so that one can have a perspective of evaluative practices as members of teaching practices. The original work consists of seven chapters and a documentary annex. For the purposes of this call we center our search on the narration of the experience lived from the chair "Evaluation" that functions as a cooperative group where students are constantly accompanied in search for meaningful new learnings, fostering processes of understanding contextualized evaluative situations. We work to recover the value of "significant" educational evaluation as a "place" that generates information regarding the quality of teaching proposalsand as a knowledge tool of the teacher and the students.. Reminding those who access this article that, as Rivas Flores (2009) states, each subject's understanding of the world is ultimately based on the narration he has access to and with which he interacts, building his own interpretation based on the practices he develops.The comprehension of the world by each subject is definitely based on the stories that are accessed and interacted with , building its own interpretation based on the practices he develops. |
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