Atributos éticos y pedagógicos en la gestión de las comisiones de evaluación y promoción de cinco colegios oficiales de Cundinamarca

Abstract

The objective of the research was to analyze the ethical and pedagogical attributes of the school evaluation system considering the Evaluation and Promotion Commissions (hereinafter and for the purposes of this document CEP) and its relevance in the learning process. This was carried out in the context of five official schools in Cundinamarca that have as a common practice the development of the management of the evaluation commissions. The study had three sources of information, interviews with teachers, institutional regulatory documents and audio recordings of the practices of the evaluation commissions. These sources allowed the holistic reading of teachers' discourse, identifying the ethical and pedagogical criteria, as well as the characterization of the way in which each institution manages the evaluation commissions based on the understanding of the theoretical and pedagogical constructs that underpin them. The research was oriented from the hermeneutic paradigm that merges two horizons of meaning, that of the interpreter and that of the bearer of the text, providing this research with the possibility of understanding the phenomenon from the teachers' discourse. In that same order, the qualitative approach allows us to make sense of the teachers' concepts and experiences. As a research method, the multiple case study method was adopted, which enables a contextualized understanding of the educational and organizational phenomena, which is essential to analyze the ethical and pedagogical attributes that are revealed in the evaluation and promotion commissions in different school contexts. The population sample was five schools that belong to the public educational system of Colombia, which allowed us to recognize the specificities of each context from a comparative perspective, which makes it easier to analyze the management of the evaluation commissions and the influence of ethical discourse in the processes of evaluation. student evaluation and promotion. 11 The study was carried out with a sample of 35 teaching managers and professors, to whom an interview was applied, crossing this data with the institutional documents and recordings of the Evaluation Commissions, an analysis that is based on the categories of management, deontology, evaluation and evaluation commissions, where the discourses constructed from educational practice were studied. The analysis showed that there is a recognition among teachers of the importance of the Evaluation Commissions as a process for monitoring students; however, the review of the three sources of information collected in the research also shows a lack of clarity in the processes. of management and foundation of theoretical constructs having in mind ethics, as well as the absence of clear procedures, which leads to a load of subjectivity in the teachers' discourse, impacting decision-making; the discourse also denotes a concern for a comprehensive evaluation and inclusive.