Institutional Habitus Around the Evaluation. (Des)Encounter Between Measurement and Understanding
DOI:
https://doi.org/10.15359/ree.26-1.2Keywords:
Educational evaluation, institutional habitus, professorate, educational institution, ChileAbstract
Objective. The goal is to understand the habitus that school organizations develop around educational evaluation. The work was done with special education, preschool, primary, and secondary teachers. The teachers’ own theoretical and practical perceptions and conceptions of the various areas of their pedagogical work are defined by the institution where they work and its influences. Method. The research was developed with qualitative methodology parameters of transeccional type with a level of exploratory-descriptive depth. Through an intensive approach, the semi-structured interview was applied to 40 teachers in postgraduate programs, seeking the meaning of the teaching staff’s experiences. The information was processed through narrative analysis. Discussion. The results show the presence of a paradoxical habitus around evaluation, which configures it as a culture of measurement, quantification, and control, subtracting opportunities to transform it into a space of debate, reflection, and collaboration. Conclusions. It is concluded that the evaluation developed in the organizational contexts of the school is debated between the (dis)agreement of its social functions and its pedagogical functions. The projection of results shows that the evaluation constitutes, in teachers’ initial and continuous training processes, one of the weaknesses of the educational practice. In the field of intentions, the urgent need to turn it into a process that enables pedagogical function is outlined, integrating the teaching, learning, and evaluation units.
References
Alliaud, A. (2017). Los artesanos de la enseñanza. Acerca de la formación de maestros con oficio. Paidos.
Assaél Budnik, J., Cornejo Chávez, R., González López, J., Redondo Rojo, J., Sánchez Edmonson, R. y Sobarzo Morales, M. (2011). La empresa educativa chilena. Educação & Sociedade, 32(115), 305-322. https://doi.org/10.1590/S0101-73302011000200004
Bourdieu, P. (1998). La distinción. Criterio y bases sociales del gusto. Taurus.
Castillo Arredondo, S. (2002). Compromisos de la evaluación educativa. Pearson Educación.
Chaviano Herrera, O., Baldomir Mesa, T., Coca Meneses, O. y Gutiérrez Maydata, A. (2016). La evaluación del aprendizaje: Nuevas tendencias y retos para el profesor. EduMecentro, 8(4), 191-205. http://scielo.sld.cu/pdf/edu/v8n4/edu14416.pdf
Corbin, J. y Strauss, A. (2008) Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE. https://doi.org/10.4135/9781452230153
Esquivel, J. M. (2009) Evaluación de los aprendizajes en el aula: Una conceptualización renovada. En E. Martín y F. Martínez Rizo (Coord.), Avances y desafíos en la evaluación educativa (pp. 127-143). OEI.
Flick, U. (2007). Introducción a la investigación cualitativa. Morata.
Förster, C. E. (2017). Alfabetización evaluativa de los docentes. En C Förster (Ed.), El poder de la evaluación en el aula. Mejores decisiones para promover aprendizajes (pp. 13-42. Ediciones UC.
Hargreaves, A., Earl, L. y Ryan, J. (2000). Una educación para el cambio. Reinventar la educación de los adolescentes. Octaedro.
Pérez Gómez, A. I. (2005). La cultura escolar en la sociedad neoliberal. Morata.
Perrenoud, P. (2008). La evaluación de los alumnos. De la producción de la excelencia a la regulación de los aprendizajes. Entre dos lógicas. Colhlue.
Reay, D., David, M. y Ball, S. (2001). Making a difference?: Institutional habituses and higher education choice. Sociological Research Online, 5(4), 14-25. https://doi.org/10.5153/sro.548
Rioseco Pais, M. (2016). De la domesticación a una evaluación libertaria. Reflexiones en torno a la evaluación educativa. Virtual Ediciones.
Ruffinelli Vargas, A., Cisternas León, T. y Córdoba Calquín, C. (2017). Iniciarse en la docencia. Relatos de once experiencias. Ediciones Universidad Alberto Hurtado.
Ruiz Olabuénaga, J. (2009). Metodología de la investigación cualitativa. Universidad de Deusto.
Sánchez-Sánchez, G. I. y Jara-Amigo. X. E. (2019). Los docentes en formación y la comprensión de sus experiencias pedagógicas: La evaluación del aprendizaje. Revista Internacional de Investigación en Ciencias Sociales, 15(1), 62-82. https://doi.org/10.18004/riics.2019.junio.62-82
Santos Guerra, M. Á. (1999). Sentido y finalidad de la evaluación de la universidad. Revista Interuniversitaria de Formación del Profesorado, (34), 39-59. https://dialnet.unirioja.es/servlet/articulo?codigo=118004
Tarabini, A., Curran, M., y Fontdevila, C. (2015). El habitus institucional: Una herramienta teórica y metodológica para el estudio de la cultura escolar. Revista Témpora, (18), 37-58. https://dialnet.unirioja.es/servlet/articulo?codigo=5427947
Tardif, M. (2004). Los saberes del docente y su desarrollo profesional. Narcea.
Tenti Fanfani, F. (2004). Viejas y nuevas formas de autoridad docente. Revista Todavía, (7), 39-42. https://issuu.com/fundacionosde/docs/todavia-07
Valenzuela González, J. R., Ramírez Montoya, M. S. y Alfaro Rivera, J. A. (2011). Cultura de evaluación en instituciones educativas. Comprensión de indicadores, competencias y valores subyacentes. Perfiles educativos, 33(131), 42-63. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982011000100004
Vera Vila, J. (2007). Las relaciones escuela y comunidad en un mundo cambiante. En M. M. Castro, G. Ferrer, M. F. Majado, J. Rodríguez, J. Vera, M. Zafra y M. Zapico (Autores), La escuela en la comunidad. La comunidad en la escuela (pp. 11-37). GRAO.
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
