Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile

Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile

This work addresses content evaluation from a communicative evaluation approach and has three objectives: 1) Uncover the content of communicative evaluation from the perspective of education actors involved, 2) Identify the role of participants in selecting content to be evaluated, and 3) Identify c...

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Κύριοι συγγραφείς: Del Pino-Sepúlveda, Miguel, Montanares-Vargas, Elizabeth
Μορφή: Online
Γλώσσα:spa
Έκδοση: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019
Διαθέσιμο Online:https://redie.uabc.mx/index.php/redie/article/view/1984
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spelling redie-article-19842020-12-11T18:01:47Z Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile Evaluación comunicativa y selección de contenidos en contextos escolares vulnerables chilenos Del Pino-Sepúlveda, Miguel Montanares-Vargas, Elizabeth Evaluation educational evaluation curriculum evaluation curriculum content. Evaluación evaluación de la educación evaluación del currículum contenido del curso. This work addresses content evaluation from a communicative evaluation approach and has three objectives: 1) Uncover the content of communicative evaluation from the perspective of education actors involved, 2) Identify the role of participants in selecting content to be evaluated, and 3) Identify content selection criteria. The Dialogic-Kishu Kimkelay Ta Che methodology was used, and dialogic conversation and collective dialogue were used to collect information in three cities: Concepción, Tomé, and Talca (Chile). To validate the data, it was categorized into transformative, conservative, and exclusionary dimensions. Relevant results suggest integrating and salvaging the social, cultural, and linguistic knowledge of communities evaluated, with the goal of enriching the content prescribed by the national curriculum. El trabajo aborda la evaluación de contenidos desde el enfoque de la evaluación comunicativa y tiene tres objetivos: 1) Develar los contenidos que se trabajan en evaluación comunicativa desde la perspectiva de los agentes educativos involucrados, 2) Identificar el rol de los participantes en la selección de contenidos a evaluar, y 3) Identificar los criterios de selección de contenidos. Se empleó la metodología Dialógica-Kishu Kimkelay Ta Che, y como técnicas de recogida de información la conversación dialógica y el diálogo colectivo en tres ciudades: Concepción, Tomé y Talca (Chile). La validación de los datos se realizó a través de la categorización de los mismos en dimensiones transformadoras, conservadoras y exclusoras. Como resultados relevantes se propone incorporar y rescatar saberes sociales, culturales y lingüísticos de las comunidades a evaluar con el fin de enriquecer los contenidos prescritos por el currículum nacional. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019-03-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/1984 10.24320/redie.2019.21.e03.1984 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 12 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 12 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/1984/1728 https://redie.uabc.mx/index.php/redie/article/view/1984/1735 https://redie.uabc.mx/index.php/redie/article/view/1984/1831 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Del Pino-Sepúlveda, Miguel
Montanares-Vargas, Elizabeth
spellingShingle Del Pino-Sepúlveda, Miguel
Montanares-Vargas, Elizabeth
Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile
author_facet Del Pino-Sepúlveda, Miguel
Montanares-Vargas, Elizabeth
author_sort Del Pino-Sepúlveda, Miguel
title Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile
title_short Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile
title_full Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile
title_fullStr Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile
title_full_unstemmed Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile
title_sort communicative evaluation and content selection in vulnerable school contexts in chile
description This work addresses content evaluation from a communicative evaluation approach and has three objectives: 1) Uncover the content of communicative evaluation from the perspective of education actors involved, 2) Identify the role of participants in selecting content to be evaluated, and 3) Identify content selection criteria. The Dialogic-Kishu Kimkelay Ta Che methodology was used, and dialogic conversation and collective dialogue were used to collect information in three cities: Concepción, Tomé, and Talca (Chile). To validate the data, it was categorized into transformative, conservative, and exclusionary dimensions. Relevant results suggest integrating and salvaging the social, cultural, and linguistic knowledge of communities evaluated, with the goal of enriching the content prescribed by the national curriculum.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2019
url https://redie.uabc.mx/index.php/redie/article/view/1984
_version_ 1715723567606267904

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