Efectos Indeseados De La Medición De La Calidad Educativa en Chile. La Respuesta De La Sociedad Civil

Campos-Martínez, Javier; Morales, Paola

doi:10.1590/cc0101-32622016171351

Cited by 18 publications

(12 citation statements)

References 15 publications

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“…In light of the results of this study, it is relevant to emphasize and contextualize the background of the participants: students in a country with no specific laws to address giftedness within regular schools and where efforts are mainly focused on implementing curriculum in such a way that improves schools' scores on national standardized tests [56]. In this scenario, students' learning needs are balanced with the teaching process that occurs in the regular classroom, which is directed toward the 'average' student; however, for the students in the sample, teaching sometimes is perceived differently.…”

Section: The Intersection Between Students' Learning Needs and Their mentioning

confidence: 99%

Tales from within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms

et al. 2020

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Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of a 2-year qualitative project that analyzed 12 Chilean gifted students’ lived experiences in regular classrooms by exploring the factors that foster and hinder their learning through the use of photos, focus groups, and interviews. The results showed students’ discontent with the national curriculum and teaching practices related to rigidity, lack of meaning, and unchallenging assessments. Nevertheless, positive experiences were reported related to teaching strategies, especially when they add novelty and move away from traditional approaches. Waiting experiences were common, but were often seen by students as opportunities for creative production. Methods for engaging gifted students in their learning are highlighted.

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Section: The Intersection Between Students' Learning Needs and Their mentioning

confidence: 99%

Tales from within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms

et al. 2020

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“…Como una forma de enfrentar esta situación que se erige como la principal responsable del agobio laboral en Chile, surgió una campaña social llamada alto al SIMCE (Sistema de Medición de la Calidad Educativa), la cual evidencia el daño social y emocional que produce esta prueba en el profesorado. Daño que principalmente se encontraría asociado a los estímulos o premios por los resultados en dichas evaluaciones estandarizadas, las cuales se pueden transformar en una recompensa económica o en un castigo social (Campos-Martínez y Guerrero, 2016). Por consiguiente, la predominante concepción tecnocrática junto a las políticas neoliberales en la educación chilena, caracterizadas por la privatización y el desmantelamiento de la educación pública, han conducido a una grave deshumanización de la educación.…”

Section: Discussionunclassified

“…Por consiguiente, la predominante concepción tecnocrática junto a las políticas neoliberales en la educación chilena, caracterizadas por la privatización y el desmantelamiento de la educación pública, han conducido a una grave deshumanización de la educación. Dicha situación, se ve reflejada en los altos índices de segregación escolar, falta de reconocimiento a la profesión docente y agobio del profesorado (Campos-Martínez y Guerrero, 2016;Contreras y Macías, 2002;García-Huidobro, 2007;Mujica y Orellana, 2019;Oliva, 2008;Puga, 2011;Cavieres, 2014). Tal como se ha señalado, el currículo escolar chileno ha sido muy criticado por su carácter reproductivo de los aprendizajes y su perspectiva tecnocrática dominante de estandarización (Donoso, 2005;Moreno, Gamboa y Poblete, 2014;Moreno, Rivera y Trigueros, 2014;Oliva y Gascón, 2016).…”

Section: Discussionunclassified

Apreciaciones del profesorado chileno sobre una educación basada en el amor: estudio de casos

Johnson

Arduiz

2019

humanidades

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El amor como parte de la dimensión afectiva del ser humano requiere ser incorporado significativamente en la labor pedagógica, no obstante, es un desafío complejo por la naturaleza de aquel afecto, por lo que este estudio pretende comprender la perspectiva del profesorado. El propósito del estudio es identificar la representación social del amor en la educación escolar por parte del profesorado que se desempeña en la educación pública. El estudio responde al enfoque cualitativo y sus participantes son seis docentes de diferentes disciplinas pedagógicas. La recolección de datos se realizó por medio de informes cualitativos y entrevistas semi-estructuradas. Los datos fueron sometidos a un análisis de contenido que consto de tres fases utilizando el programa Atlas.ti 7.5. Los resultados presentan dos familias, semántica del amor y rol del amor en la educación escolar, las cuales se encuentran compuestas por tres códigos cada una. Se concluye que los docentes perciben el amor como un componente esencial para el bienestar y el aprendizaje, el cual es construido socialmente y se transmite por medio del lenguaje, transformando la realidad educativa.

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“…More recently, similar social movements that boycott national tests have emerged in other countries, such as Spain (see Saura, Muñoz-Moreno, Luengo-Navas, & Martos, 2017), and Chile (Campos-Martínez & Guerrero-Morales, 2016;Pino-Yancovic, Oyarzún-Vargas, & Salinas-Barrios, 2016). These social movements, which tend to be led by middle-class families, articulate a very sophisticated narrative regarding the non-desired educational effects of standardized testing, and are particularly skillful in managing social media and performing innovative collective actions.…”

Section: Spreading Like Wildfire But Meeting Firewallsmentioning

confidence: 99%

Reforming governance through policy instruments: how and to what extent standards, tests and accountability in education spread worldwide

Verger

Fontdevila

Parcerisa

2019

Discourse: Studies in the Cultural Politics of Education

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In the last decades, most countries have adopted data-intensive policy instruments aimed at modernizing the governance of education systems, and strengthening their competitiveness. Instruments such as national large-scale assessments and testbased accountabilities have disseminated widely, to the point that they are being enacted in countries with very different administrative traditions and levels of economic development. Nonetheless, comparative research on the trajectories that governance instruments follow in different institutional and socioeconomic contexts is still scarce. On the basis of a systematic literature review (n = 158), this paper enquires into the scope and modalities of educational governance change that national largescale assessments and test-based accountability instruments have triggered in a broad range of institutional settings. The paper shows that, internationally, educational governance reforms advance through path-dependent and contingent processes of policy instrumentation that are markedly conditioned by prevailing politico-administrative regimes. The paper also reflects on the additive and evolving nature of educational governance reforms.

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Efectos Indeseados De La Medición De La Calidad Educativa en Chile. La Respuesta De La Sociedad Civil

Cited by 18 publications

References 15 publications

Tales from within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms

Tales from within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms

Apreciaciones del profesorado chileno sobre una educación basada en el amor: estudio de casos

Reforming governance through policy instruments: how and to what extent standards, tests and accountability in education spread worldwide

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