%0 Journal Article
%T Pr芍cticas evaluativas en espaˋol y matem芍ticas en dos instituciones de educaci車n b芍sica
%A John Sa迆l Gil Rojas
%J -
%D 2018
%R https://doi.org/10.14483/22486798.12363
%X Resumen (es_ES) Se propone reconocer las pr芍cticas de evaluaci車n en el aula en dos instituciones de educaci車n b芍sica secundaria. Para abordar este trabajo se desarroll車 un estudio cualitativo multim谷todo, cuya muestra estuvo conformada por los estudiantes de dos grupos de tercer grado de secundaria de dos escuelas de Guadalajara (M谷xico); un maestro de matem芍ticas y uno de espaˋol; un representante de los padres de familia; y el director, en representaci車n de cada una de ellas. Los resultados indicaron que hay un predominio de las pr芍cticas evaluativas en el aula asociadas a las representaciones sociales que de ellas tienen sus actores principales, las cuales son paralelas o complementarias a aquellas derivadas de las normas del gobierno escolar, sobre las que hay poco dominio y resistencia. Se concluy車 que a迆n persisten deficiencias de orden conceptual, metodol車gico y de pol赤tica educativa que impiden alcanzar los objetivos previstos, aunque se reconocieron avances particularmente en el plano de la asimilaci車n conceptual y de pr芍cticas innovadoras por parte algunos docentes. Resumen (en_US) It is proposed to recognize the evaluation practices in the classroom in two Basic Educational Institutions. In order to approach this work a qualitative multi-method study is developed, whose sample was constituted by the students of two groups of third degree of Basic of two schools of Guadalajara, Mexico; a teacher of Mathematics and one of Spanish; a representative of the parents of family and the director, representing each of them. The results indicate that there is a predominance of evaluative practices in the classroom associated to the social representations that have their main actors, which operate in parallel or complementary to those derived from the regulations of school governance, over which there is little mastery and resistance. It is concluded that there are still conceptual, methodological and educational policy deficiencies that impede the achievement of the objectives envisaged, although particular advances are recognized in terms of conceptual assimilation and innovative practices by some teachers
%K Evaluation
%K practices
%K educational community
%K basic education. Evaluaci車n
%K pr芍cticas
%K comunidad educativa
%K educaci車n b芍sica.
%U https://revistas.udistrital.edu.co/index.php/enunc/article/view/12363