Evaluación institucional en escuelas de barranquilla - Colombia desde la perspectiva del docente
The article allows us to understand the system of meanings and tensions that teachers of public education in Barranquilla - Colombia assign to institutional evaluation as a macroprocess within the framework of a quality educational policy. Are considered the factors that from the pedagogical practic...
- Autores:
-
Marin Gonzalez, Freddy Valmore
Roa Gomez, Mayelin
Garcia Peña, Leiber Rosa
Sanchez Montero, Edgardo Rafael
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2016
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/1003
- Acceso en línea:
- https://hdl.handle.net/11323/1003
https://repositorio.cuc.edu.co/
- Palabra clave:
- Education policy
Education quality
Institutional assessment
Participatory management
Public education
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | The article allows us to understand the system of meanings and tensions that teachers of public education in Barranquilla - Colombia assign to institutional evaluation as a macroprocess within the framework of a quality educational policy. Are considered the factors that from the pedagogical practice dynamize or inhibit the evaluation process. Epistemologically based on introspective approach - experiential, interpretative paradigm and qualitative ethnographic vision; It methodological approaches a phase diagnostic and another of intervention, transcending of the reflection and construction collective to a flat of reinterpretation and conferring of meanings. Will incorporate interviews in depth and conformation of groups focal between actors representative. Them results stand out the importance of the evaluation institutional in the definition of the philosophy of management, takes of decisions and sense 2 strategic, demonstrating an order disjointed of them mechanisms of address, control, tracking, in the flat of it political and in the mediation didactic. Is concludes about them imaginary collective on them categories studied, noting gaps between the component theoretical-normative of them plans and its concretion, may be reflection of models mental that not leave greater freedoms for the reflection, creation e innovation educational. |
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