Concepciones y prácticas de evaluación en ciclo inicial y grado primero colegio Gerardo Molina Ramírez jornada tarde.

Abstract

This research project arises from the researchers' interest in understanding the conceptions and evaluation practices of initial and first grade teachers and the implications they have in the transition of children from preparatory to first grade at Gerardo Molina Ramírez IED school, afternoon shift, with the purpose of finding, proposing routes that allow pedagogical dialogue to establish actions that lead to a harmonious and effective transition of children from one grade to another, from one cycle to another. This descriptive and interpretative qualitative approach research work was carried out using educational ethnography as a methodological input; from which the researchers had the opportunity to link their experience and knowledge of the population, in addition to conducting semi - structured interviews, actively participating in meetings and the institution's dynamics in which this project is conducted The population that was taken into account for this project are ten teachers who are in charge of the initial cycle and first grade, who have broad experience in the institution in managing these groups. The analysed data allowed us to identify the concepts of evaluation from teachers' perspectives, to recognize the strength they have in pedagogical discourses and practices. It also allowed characterizing these practices and distinguishing the implications on the transitions of children from initial cycle to first grade.