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...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Online |
| Lenguaje: | spa |
| Publicado: |
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación
2020
|
| Materias: | |
| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/4307 |
| id |
I11-R88article-4307 |
|---|---|
| record_format |
ojs |
| institution |
Universidad Nacional de Cuyo |
| building |
Revistas en línea |
| filtrotop_str |
Revistas en línea |
| collection |
ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación |
| journal_title_str |
ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación |
| institution_str |
I-11 |
| repository_str |
R-88 |
| language |
spa |
| format |
Online |
| author |
Kaliniuk, Ángela Teresa |
| spellingShingle |
Kaliniuk, Ángela Teresa Propiciando procesos de comprensión de situaciones evaluativas contextualizadas. : Una experiencia en el aula universitaria prácticas evaluativas criterios consensuados docencia universitaria aprendizaje significativo estudiantes práticas de avaliação critérios de consenso ensino universitário aprendizagem significativa estudantes evaluative practices consensual criteria university teachers meaningful learning students |
| author_facet |
Kaliniuk, Ángela Teresa |
| author_sort |
Kaliniuk, Ángela Teresa |
| title |
Propiciando procesos de comprensión de situaciones evaluativas contextualizadas. : Una experiencia en el aula universitaria |
| title_short |
Propiciando procesos de comprensión de situaciones evaluativas contextualizadas. : Una experiencia en el aula universitaria |
| title_full |
Propiciando procesos de comprensión de situaciones evaluativas contextualizadas. : Una experiencia en el aula universitaria |
| title_fullStr |
Propiciando procesos de comprensión de situaciones evaluativas contextualizadas. : Una experiencia en el aula universitaria |
| title_full_unstemmed |
Propiciando procesos de comprensión de situaciones evaluativas contextualizadas. : Una experiencia en el aula universitaria |
| title_sort |
promoting processes of understanding contextualized evaluative situations. : an experience in the university classroom |
| description |
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. |
| publisher |
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación |
| publishDate |
2020 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/4307 |
| topic |
prácticas evaluativas criterios consensuados docencia universitaria aprendizaje significativo estudiantes práticas de avaliação critérios de consenso ensino universitário aprendizagem significativa estudantes evaluative practices consensual criteria university teachers meaningful learning students |
| topic_facet |
prácticas evaluativas criterios consensuados docencia universitaria aprendizaje significativo estudiantes práticas de avaliação critérios de consenso ensino universitário aprendizagem significativa estudantes evaluative practices consensual criteria university teachers meaningful learning students |
| work_keys_str_mv |
AT kaliniukangelateresa promotingprocessesofunderstandingcontextualizedevaluativesituationsanexperienceintheuniversityclassroom AT kaliniukangelateresa propiciandoprocesosdecomprensiondesituacionesevaluativascontextualizadasunaexperienciaenelaulauniversitaria AT kaliniukangelateresa propiciandoprocessosdecompreensaodesituacoesavaliativascontextualizadasumaexperienciaemsaladeaulanauniversidade |
| _version_ |
1800220539941289984 |
| spelling |
I11-R88article-43072022-06-28T15:31:09Z Promoting processes of understanding contextualized evaluative situations. : An experience in the university classroom Propiciando procesos de comprensión de situaciones evaluativas contextualizadas. : Una experiencia en el aula universitaria Propiciando processos de compreensão de situações avaliativas contextualizadas.: Uma experiência em sala de aula na universidade. Kaliniuk, Ángela Teresa prácticas evaluativas criterios consensuados docencia universitaria aprendizaje significativo estudiantes práticas de avaliação critérios de consenso ensino universitário aprendizagem significativa estudantes evaluative practices consensual criteria university teachers meaningful learning students 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. El propósito inicial de la investigación "Criterios de Evaluación de Aprendizajes en el Aula Universitaria ¿Práctica crítica compartida entre estudiantes y docentes?" fue generar conocimiento científico sobre la utilización que hacen los docentes universitarios de los criterios de evaluación en las diferentes prácticas evaluativas. La intención principal fue saber si este principio tenía suficiente presencia institucional, en las prácticas docentes universitarias, en cátedras de la Carrera Profesorado en Ciencias de la Educación de la Facultad de Humanidades, de la Universidad Nacional del Nordeste. Para abordar el objeto de estudio se trabajó desde el encuadre participativo que se asienta en el paradigma de la teoría social crítica y apunta a la construcción de conocimiento científico como un instrumento emancipador, de manera que se pueda tener una perspectiva de las prácticas evaluativas como parte de las prácticas de enseñanza. El trabajo original consta de siete capítulos y un anexo documental. A los fines de esta convocatoria, centramos la mirada en el relato de la experiencia desarrollada en la materia "Evaluación", que funciona como un grupo cooperativo en el que se acompaña constantemente a los estudiantes en la búsqueda de nuevos aprendizajes significativos, y se propician procesos de comprensión de situaciones evaluativas contextualizadas. Trabajamos para recuperar el valor de la evaluación educativa "significativa" como "lugar" que genera información respecto a la calidad de propuestas de enseñanza y como herramienta de conocimiento del docente y de los alumnos. Recordamos a quienes accedan a este artículo que, como afirma Rivas Flores (2009), la comprensión del mundo por parte de cada sujeto, en definitiva, está en función de los relatos a los que tiene acceso y con los que interactúa, construyendo su propia interpretación a partir de las prácticas que desarrolla. O objetivo inicial da pesquisa - Critérios de Avaliação de aprendizagens em Sala de Aula Universitária: prática crítica compartilhada entre estudantes e professores? - foi promover conhecimento científico sobre o uso dos critérios de avaliação em diferentes práticas desenvolvidas por professores universitários. A principal finalidade era saber se este princípio tinha presença institucional suficiente nas práticas de ensino universitário, nas cátedras da carreira de Formação de Professores em Ciências da Educação da Faculdade de Ciências Humanas, da Universidade Nacional do Nordeste. Para abordar o objeto de estudo foi desenvolvido um trabalho participativo baseado no paradigma da teoria social crítica que visa à construção do conhecimento científico como um instrumento emancipatório, de forma que se possa ter uma perspectiva das práticas avaliativas como parte das práticas de ensino. O trabalho original é composto de sete capítulos e um anexo documental.No final desta convocatória focamos o olhar no relato da experiência desenvolvida na matéria "Avaliação", que funciona como um grupo cooperativo onde os estudantes são acompanhados constantemente na procura de novas aprendizagens significativas, e os processos de compreensão de situações avaliativas contextualizadas são promovidos. Trabalhamos para recuperar o valor da avaliação educativa "significativa" como "ambiente" gerador de informação sobre a qualidade de propostas de ensino e como ferramenta de conhecimento do professor e dos alunos. Advertimos àqueles que acessem este artigo que, como afirma Rivas Flores (2009), a compreensão de mundo por parte de cada indivíduo, definitivamente, está atrelada aos relatos aos quais tem acesso e com os quais interage, construindo sua própria interpretação a partir das práticas que desenvolve. Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación 2020-12-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/4307 Encuentro Educativo. Revista de investigación del Instituto de Ciencias de la Educación; Vol. 1 Núm. 1 (2020); 51-86 2718-8035 spa https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/4307/3111 Derechos de autor 2020 Ángela Teresa Kaliniuk https://creativecommons.org/licenses/by-nc/2.5/ar/ |
