In this research, an analysis of policies and implementation processes of testing high school students in the State of Chihuahua, Mexico is presented. The objective is aimed at understanding how these practices guide or outline the dynamics of schools, teachers and priorities of student work. The information was collected through interviews, focus groups and observation records. The results indicate that the approach that has made the assessment reinforces a school culture that favors the numerical results over the educational processes, competitiveness and individual success is exalted above solidarity and empathy. The evaluation approach embodied in the curriculum and assessment practices in classrooms is contradicted.
This chapter explores the narratives that indigenous students of a normal rural school of the north of Mexico have about English learning and how this process is connected to their native language and the acquisition of Spanish. Through the biographical-narrative method, an interpretative framework and a qualitative approach, this research examines the testimonies of six key informants using in-depth interviews. The results show that students experience an acculturation process that makes them abandon their native language in favor of the use of Spanish, which is the predominant language in all of the education levels in Mexico. In this way, tensions between the cultural identity of the family origin and their performance in other contexts, such as higher education, is identified. In regards to English learning, a late and sporadic contact is observed, which is formalized once they access higher education
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