Redes conversacionales pedagógicas y culturas evaluativas.

Abstract

The Thesis called Pedagogical Conversational Networks and Evaluative Cultures, is developed from the analysis of three factors that affect the pedagogical process of evaluation for school learning. These factors were revealed through the systematic review of the state of the art, and the hermeneutic exercise done during the formulation of the problem. Among these factors are: 1. the gap between the evaluative training of the teacher and the learning needs in the school environment (Nova, 2008; Ruiz et al., 2013), 2. the instrumentalization in the assessment process (Valenzuela et al. 2011) and 3. the lack of empowerment of the evaluator subject (Perassi, 2013). The contributions of this research are aimed at answering how the construction of pedagogical conversational networks allows transforming evaluative cultures for learning? In coherence with the questioning, a qualitative research methodology with a hermeneutic approach, was implemented, this implementation allowed for an interpretive level of analysis of the relationship between pedagogical conversational networks and evaluative cultures for learning. Correspondingly, the IAP Participating Action Research was used for this purpose, considered a design that promotes, among others, the awareness of the actors in the processes of transformation of education (Sandín, 2003). The research was carried out in the setting of a pedagogical network known as Research Teachers Network (REDDI), especially in a group called the 360° Evaluative Culture Node, which was created in parallel to the development of this thesis proposal. The findings, as well as the conclusions of this research, are justified by the need for more students to experience processes that enhance their learning, based on the pedagogical function of evaluation, instead of exclusionary, punitive, sanctioning practices, typical of a paradigm that continues to predominate the social function of evaluation focused on promotion and school failure. The conclusions highlight the contribution made by the pedagogical conversational networks in the empowerment of a transforming evaluator subject aware of his role and praxis, which is qualified in the various formal, informal, and collective training scenarios that generate the dynamics of this interaction. Therefore, the pedagogical work of the teacher who is part of a network is presented as a proposal, on the one hand, that counteracts the current problems previously described, and on the other, consistent with the needs of a formative evaluation. Likewise, it contributes to knowledge, an interpretation of evaluative cultures from a systemic perspective with a configuration model, which allows locating contexts, subjects and interactions, in order to be referenced by the Curriculum and Evaluation Research Line of the USTA, the REDDI pedagogical network, the 360° Evaluative Culture Node, and in the future, by more evaluation actors; in such a way that from their place of enunciation and interaction, they can propose strategies that allow moving, more quickly, from a quantitative evaluation to one that enhances learning, for the benefit of children and young people who are daily evaluated