Estudio de los factores que influyen en la evaluación como proceso excluyente: de la antítesis a una propuesta educativa inclusiva.

Abstract

In school, social, pedagogical, didactic and curricular interactions outline evaluation practices, thus, depending on the dynamics established in teaching-learning, evaluation may involve pedagogies of inclusion or exclusion. In this work, the factors that influence evaluation as an exclusive process are analyzed, which become an educational proposal for inclusion. Qualitative research is oriented towards the interpretive paradigm, from which an explanatory design is configured, focused on the inductive-deductive method. The research design channels the detailed analysis of the interaction between the evaluated, the evaluator and the evaluator, which is based on theoretical-philosophical foundations and practical experiences in Secondary School. Observation, interviews and analysis of evaluation instruments are used as data collection techniques, in order to understand the relationship between evaluation and teaching-learning. Thus, within the findings, the pedagogical and didactic factors that are linked to exclusive evaluations in Basic Secondary Education are identified and examined, whether these are the evaluative objects, the curricular relationship, the design, adaptation and contextualization of the evaluation, among others. others. This, as a basis to establish the importance of establishing the principles of inclusion in the development of evaluations. The research concluded that the evaluation must transcend reductionist and technocratic conceptions linked to the culture of the measurable to adapt to the diverse needs of the group, allowing assertive and meaningful evaluations of the holistic competence, attitudinal and procedural development of the student body.