Curriculum and evaluation in the frame of the 1290 government decree of 2009: policies or pedagogies?
Evaluation has been a weak excuse and a practice raised to a decisive category, when there is a pretension to revise what occurs inside education. The evaluation act is added to all those that are structured and conveyed into the functioning of the different school centers. The leading role assigned...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2010
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1087 |
| _version_ | 1802223948699533312 |
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| author | Díaz Ballén, José Emilio |
| author_facet | Díaz Ballén, José Emilio |
| author_sort | Díaz Ballén, José Emilio |
| collection | OJS |
| description | Evaluation has been a weak excuse and a practice raised to a decisive category, when there is a pretension to revise what occurs inside education. The evaluation act is added to all those that are structured and conveyed into the functioning of the different school centers. The leading role assigned to the evaluation and the deployment of an ideological infrastructure allows empowering it with two particular aims: To measure the “quality” of the different process that are carried out in the school institutions, and to measure the periodical results, trying to make them a public referent stand. The student’s learning process is being reformulated according the educational policies and to the normative conditions. In the case of the 1290 decree of 2009, the students learning evaluation is equalized to some minimal achievements standards in the frame of the development of some market demanded competences, which have little to provide to the integral formation for the children and youngsters that are educated in the Colombian Educational System. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1087 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2010 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-10872019-02-26T15:03:43Z Curriculum and evaluation in the frame of the 1290 government decree of 2009: policies or pedagogies? Currículo y evaluación en el marco del decreto 1290 de 2009: ¿políticas o pedagogía? Curriculum et evaluation dans le cadre du decret 1290 de 2009: politiques ou pedagogie? Currículo e avaliação no marco da portaria 1290 de 2009: políticas ou pedagogia? Díaz Ballén, José Emilio Curriculum Evaluation Pedagogies. currículo evaluación pedagogía Curriculum Evaluation Pédagogie. Currículo Avaliação Pedagogia. Evaluation has been a weak excuse and a practice raised to a decisive category, when there is a pretension to revise what occurs inside education. The evaluation act is added to all those that are structured and conveyed into the functioning of the different school centers. The leading role assigned to the evaluation and the deployment of an ideological infrastructure allows empowering it with two particular aims: To measure the “quality” of the different process that are carried out in the school institutions, and to measure the periodical results, trying to make them a public referent stand. The student’s learning process is being reformulated according the educational policies and to the normative conditions. In the case of the 1290 decree of 2009, the students learning evaluation is equalized to some minimal achievements standards in the frame of the development of some market demanded competences, which have little to provide to the integral formation for the children and youngsters that are educated in the Colombian Educational System. La evaluación ha sido un comodín y una práctica elevada a la categoría de decisiva a la hora de pretender revisar lo que sucede en el ámbito de la educación, el acto evaluativo se suma a todos aquellos que estructuran y vehiculan el funcionamiento de los diferentes centros escolares. La primacía otorgada a la evaluación, y el despliegue de toda una infraestructura ideológica permiten empoderarla con dos propósitos particulares: para medir la “calidad” de los distintos procesos que acontecen en las instituciones escolares, y para la medición periódica de resultados, con el fin hacer de estos el referente de posicionamiento público. El proceso de aprendizaje del estudiante se viene readecuando a las políticas educativas y a los condicionamientos normativos, es así como en el Decreto 1290 de 2009 se equipara la evaluación de los aprendizajes de los estudiantes a unos estándares mínimos de desempeño en el marco del desarrollo de unas competencias solicitadas desde la demanda del mercado y que poco aportan a la formación integral de los niños, niñas, de los y las jóvenes que se educan en el Sistema Educativo Colombiano. L’évaluation a été un joker0 et une pratique élevée `a la catégorie de décisive au moment de prétendre une révision de ce qui se passe dans le domaine de l’éducation , l’acte évaluatif s’additionne a tous ceux qui structurent et véhiculent le fonctionnement des différents centre scolaires. Le lieu de dominance accordée `a l’évaluation, et le déploiement de toute une infrastructure idéologique,permettent de lui rendre du pouvoir avec deux buts particuliers: pour mesurer la « qualité » des divers processus qui ont lieu dans les institutions scolaires, et pour mesurer périodiquement les résultats, `a fin d’en faire un référent de positionnement. Le processus d’apprentissage de l’etudiant a été en train de se readequa aux politiques educativesE et aux conditionnement normatifs: il est ainsi comme dans le Décret 1290 de 2009 on rend équiparable l’évaluation des apprentissages `a ceux des apprentissages minimaux de desempeño dans le cadre du développement des compétences sollicitées au marché et qui apportent peu `a la formation intégrale des garçons, des filles, des jeunes qui s’éduquent dans le Système Educatif Colombien. A avaliação tem sido um curinga e uma prática elevada à categoria de decisiva à hora de rever o que acontece no âmbito da educação, o ato avaliativo suma-se a todos aqueles que estruturam e veiculam o funcionamento dos diferentes centros escolares. A prioridade dada à avaliação, e o destaque de toda a infra-estrutura ideológica permitem dar-lhe força com dois propósitos particulares: medir a “qualidade” dos distintos processos que acontecem nas intuições escolares, e a medição periódica de resultados, com o propósito de fazer de estes o referente de posicionamento público. O processo de aprendizagem do aluno vem-se ajustando às políticas educativas e aos condicionamentos normativos, é assim como na portaria 1290 de 2009 se equipara a avaliação dos aprendizados dos alunos a uns parâmetros e estándares mínimos de desempenho no marco do desenvolvimento de umas competências solicitadas desde a demanda do mercado e que pouco aportam à formação das crianças e dos jovens que se estão a educar no Sistema Educativo Colombiano. Universidad Pedagógica y Tecnológica de Colombia 2010-01-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/force-download https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1087 Praxis & Saber; Vol. 1 No. 1 (2010): Investigación y Pedagogía; 117-149 Praxis & Saber; Vol. 1 Núm. 1 (2010): Investigación y Pedagogía; 117-149 Praxis & Saber; Vol. 1 No 1 (2010): Investigación y Pedagogía; 117-149 Praxis & Saber; V. 1 N. 1 (2010): Investigación y Pedagogía; 117-149 Praxis & Saber; v. 1 n. 1 (2010): Investigación y Pedagogía; 117-149 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1087/1086 |
| spellingShingle | Curriculum Evaluation Pedagogies. currículo evaluación pedagogía Curriculum Evaluation Pédagogie. Currículo Avaliação Pedagogia. Díaz Ballén, José Emilio Curriculum and evaluation in the frame of the 1290 government decree of 2009: policies or pedagogies? |
| title | Curriculum and evaluation in the frame of the 1290 government decree of 2009: policies or pedagogies? |
| title_alt | Currículo y evaluación en el marco del decreto 1290 de 2009: ¿políticas o pedagogía? Curriculum et evaluation dans le cadre du decret 1290 de 2009: politiques ou pedagogie? Currículo e avaliação no marco da portaria 1290 de 2009: políticas ou pedagogia? |
| title_full | Curriculum and evaluation in the frame of the 1290 government decree of 2009: policies or pedagogies? |
| title_fullStr | Curriculum and evaluation in the frame of the 1290 government decree of 2009: policies or pedagogies? |
| title_full_unstemmed | Curriculum and evaluation in the frame of the 1290 government decree of 2009: policies or pedagogies? |
| title_short | Curriculum and evaluation in the frame of the 1290 government decree of 2009: policies or pedagogies? |
| title_sort | curriculum and evaluation in the frame of the 1290 government decree of 2009 policies or pedagogies |
| topic | Curriculum Evaluation Pedagogies. currículo evaluación pedagogía Curriculum Evaluation Pédagogie. Currículo Avaliação Pedagogia. |
| topic_facet | Curriculum Evaluation Pedagogies. currículo evaluación pedagogía Curriculum Evaluation Pédagogie. Currículo Avaliação Pedagogia. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1087 |
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