Entre expectativas y logros: Relación con el saber, evaluación y calidad educativa en la básica secundaria en Colombia

Abstract

The learning dynamics in Colombian basic secondary education reveal a significant relationship between academic performance and students' educational aspirations. This phenomenon can be analyzed from the perspective of Bernard Charlot's theory, whose proposal enriches the discussion about factors that intervene in knowledge construction and its relationship with the development of skills, not only academic but also for life. The context of official educational institutions in Bogotá constitutes fertile ground for these reflections, where social and cultural elements converge with individual experiences. This interaction configures a unique scenario in which each student develops learning strategies and constructs their own meanings in their relationship with knowledge. The detailed analysis of these processes, grounded in the theory of the relationship with knowledge, allows for the identification of how students mobilize their internal resources and elaborate strategies to integrate into school dynamics. This approach proves especially valuable for interpreting the results of national and international standardized assessments, by offering a perspective that goes beyond the mere quantification of academic performance. This research addresses two key phenomena in Colombian education: educational quality and school failure. It focuses on educational expectations as a central element of analysis, exploring their interrelation with knowledge construction and academic achievement. Unlike traditional approaches based on structural variables, this study privileges the experiences and perceptions of parents, students, and educators, contributing to a more comprehensive understanding of the country's educational realities.