Las representaciones sociales de las prácticas evaluativas en la educación rural

Abstract

The work of teachers is closely linked to the comprehensive training of students; therefore, the quantitative results obtained in the evaluation processes are those that count, according to their training and level of learning; for this reason, planning and the development of strategies that make it possible to improve the evaluation processes generated in the field of rural education on a daily basis are inevitable. The objective of this study is to show how social representations affect the way academic performance is evaluated in the Simón Bolívar Rural Educational Institution in Mocoa, Putumayo, and the Santa Martha Educational Institution in Santa Rosa, Cauca. To do this, it was necessary to analyze the concepts related to social references and the meaning of evaluation, as well as the background and influence of the various actors involved in education. In order to achieve the proposed objectives, this study is organized as follows: the first chapter analyzes the preliminary aspects, such as the research problem, the formulation of the problem, the general objective, the specific objectives and the justification. The second chapter develops the research background; that is, the studies that have been carried out around the social representations of evaluation practices and evaluation concepts -which are the basis of this study-, the history of evaluation in Colombia, and the legal regulations, which have been established since the mid-19th century, until today. It also analyzes the concept of evaluation and its relationship to human development and integral education, giving special importance to the studies carried out by different authors on social representations. The third chapter develops the conceptual framework, the institutional framework and the legal framework.