Transformation of the relations of power between evaluation and education
Relationship between education and evaluation has been marked by relations of power. Society, State and educational institutions have validated those relations by deviating them from the true principles of educational evaluation. In this study it was possible to demonstrate and understand those rela...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6523
- Fecha de publicación:
- 2016
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13418
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4170
https://repositorio.uptc.edu.co/handle/001/13418
- Palabra clave:
- social transformation
relations of power
evaluation
test
reflection-action.
transformación social
relaciones de poder
evaluación
examen
reflexión-acción.
transformation sociale
relations de pouvoir
évaluation
examen
réflexion-action.
transformação social
relações de poder
avaliação
exame
reflexão-ação
- Rights
- License
- http://purl.org/coar/access_right/c_abf24
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Transformation of the relations of power between evaluation and education |
| dc.title.es-ES.fl_str_mv |
Transformación de las relaciones de poder entre evaluación y educación |
| dc.title.fr-FR.fl_str_mv |
Transformation des relations de pouvoir entre l’évaluation et l’éducation |
| dc.title.pt-BR.fl_str_mv |
Transformação das relações de poder entre avaliação e educação |
| title |
Transformation of the relations of power between evaluation and education |
| spellingShingle |
Transformation of the relations of power between evaluation and education social transformation relations of power evaluation test reflection-action. transformación social relaciones de poder evaluación examen reflexión-acción. transformation sociale relations de pouvoir évaluation examen réflexion-action. transformação social relações de poder avaliação exame reflexão-ação |
| title_short |
Transformation of the relations of power between evaluation and education |
| title_full |
Transformation of the relations of power between evaluation and education |
| title_fullStr |
Transformation of the relations of power between evaluation and education |
| title_full_unstemmed |
Transformation of the relations of power between evaluation and education |
| title_sort |
Transformation of the relations of power between evaluation and education |
| dc.subject.en-US.fl_str_mv |
social transformation relations of power evaluation test reflection-action. |
| topic |
social transformation relations of power evaluation test reflection-action. transformación social relaciones de poder evaluación examen reflexión-acción. transformation sociale relations de pouvoir évaluation examen réflexion-action. transformação social relações de poder avaliação exame reflexão-ação |
| dc.subject.es-ES.fl_str_mv |
transformación social relaciones de poder evaluación examen reflexión-acción. |
| dc.subject.fr-FR.fl_str_mv |
transformation sociale relations de pouvoir évaluation examen réflexion-action. |
| dc.subject.pt-BR.fl_str_mv |
transformação social relações de poder avaliação exame reflexão-ação |
| description |
Relationship between education and evaluation has been marked by relations of power. Society, State and educational institutions have validated those relations by deviating them from the true principles of educational evaluation. In this study it was possible to demonstrate and understand those relations exist, allowing to identify teacher trainees’ concepts on evaluation, and to change them by transforming the evaluation practices through the reflection on action. This study, conducted with teacher trainees in Bachelor of Humanities and Languages at a university in Bogota, follows action research as its methodology, and it is framed in the qualitative paradigm. |
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2016 |
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2024-07-05T19:04:12Z |
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2024-07-05T19:04:12Z |
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2016-01-04 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6523 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4170 10.19053/22160159.4170 |
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https://repositorio.uptc.edu.co/handle/001/13418 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4170 https://repositorio.uptc.edu.co/handle/001/13418 |
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10.19053/22160159.4170 |
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application/pdf text/html |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 7 No. 13 (2016): Prácticas, Saberes y Sujetos; 153 -175 |
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Praxis & Saber; Vol. 7 Núm. 13 (2016): Prácticas, Saberes y Sujetos; 153 -175 |
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Praxis & Saber; Vol. 7 No 13 (2016): Prácticas, Saberes y Sujetos; 153 -175 |
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Praxis & Saber; V. 7 N. 13 (2016): Prácticas, Saberes y Sujetos; 153 -175 |
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Praxis & Saber; v. 7 n. 13 (2016): Prácticas, Saberes y Sujetos; 153 -175 |
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2016-01-042024-07-05T19:04:12Z2024-07-05T19:04:12Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/417010.19053/22160159.4170https://repositorio.uptc.edu.co/handle/001/13418Relationship between education and evaluation has been marked by relations of power. Society, State and educational institutions have validated those relations by deviating them from the true principles of educational evaluation. In this study it was possible to demonstrate and understand those relations exist, allowing to identify teacher trainees’ concepts on evaluation, and to change them by transforming the evaluation practices through the reflection on action. This study, conducted with teacher trainees in Bachelor of Humanities and Languages at a university in Bogota, follows action research as its methodology, and it is framed in the qualitative paradigm.Las relaciones entre educación y evaluación han sido marcadas por relaciones de poder. La sociedad, el Estado y las instituciones educativas han convalidado esas mismas relaciones de poder alejándolas de los verdaderos principios de la evaluación educativa. Mediante este estudio fue posible demostrar y entender que existen esas relaciones, y esto permitió identificar las concepciones que tenían los docentes en formación sobre la evaluación y cambiar dichas concepciones, transformando las prácticas evaluativas a través de la reflexión en la acción. El estudio, llevado a cabo con docentes en formación de la Licenciatura en Humanidades e Idiomas en una Universidad de Bogotá, utilizó la investigación acción como metodología, bajo el paradigma cualitativo.Les rapports entre éducation et évaluation ont été marqués par des relations de pouvoir. La société, l’État et les institutions éducatives ont validé ces mêmes relations de pouvoir en les éloignant des vrais principes de l’évaluation éducative. Moyennant cette étude, il a été possible de démontreret de comprendre que ces relations existent et ceci a permis d’identifier les conceptions que les enseignants avaient en formation concernant l’évaluation et de changer ces conceptions, en transformant les pratiques évaluatives au moyen de la réflexion dans l’action. L’étude, réalisée avec des enseignants en formation de Licence en Humanités et Langues dans une Université de Bogotá, a utilisé la recherche-action comme méthodologie sous le paradigme qualitatif.As relações entre educação e avaliação têm sido marcadas por relações de poder. A sociedade, o Estado e as instituições educativas têm convalidado essas mesmas relações de poder indo longe dos verdadeiros princípios da avaliação educativa. Como resultado deste estudo foi possível demostrar e entender que existem essas relações, o qual permitiu identificar as concepções que tinham os docentes em formação inicial sobre a avaliação e cambiar ditas concepções, transformando as práticas avaliativas a través da reflexão na ação. O estudo, feito com professores em formação inicial da Licenciatura em Humanidades e Idiomas em uma Universidade de Bogotá, usou a pesquisa-ação como metodologia, sob o paradigma qualitativo.application/pdftext/htmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4170/3596https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4170/htmlPraxis & Saber; Vol. 7 No. 13 (2016): Prácticas, Saberes y Sujetos; 153 -175Praxis & Saber; Vol. 7 Núm. 13 (2016): Prácticas, Saberes y Sujetos; 153 -175Praxis & Saber; Vol. 7 No 13 (2016): Prácticas, Saberes y Sujetos; 153 -175Praxis & Saber; V. 7 N. 13 (2016): Prácticas, Saberes y Sujetos; 153 -175Praxis & Saber; v. 7 n. 13 (2016): Prácticas, Saberes y Sujetos; 153 -1752462-86032216-0159social transformationrelations of powerevaluationtestreflection-action.transformación socialrelaciones de poderevaluaciónexamenreflexión-acción.transformation socialerelations de pouvoirévaluationexamenréflexion-action.transformação socialrelações de poderavaliaçãoexamereflexão-açãoTransformation of the relations of power between evaluation and educationTransformación de las relaciones de poder entre evaluación y educaciónTransformation des relations de pouvoir entre l’évaluation et l’éducationTransformação das relações de poder entre avaliação e educaçãoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6523http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a107http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf24http://purl.org/coar/access_right/c_abf2Londoño Restrepo, Luz Amparo001/13418oai:repositorio.uptc.edu.co:001/134182025-07-18 11:43:29.618metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |