Evaluación y saber: ¿Una relación posible? / Evaluation, knowledge and absences ; Approaching the social recruiting of teachers from a comparative analysis in three jurisdictions: Buenos Aires City, La Pampa and Santa Cruz.

Autor/Urheber	Cervi, Graciela; Calatayud, Pilar
Institution	Facultad de Ciencias Humanas-Universidad Nacional de La Pampa
Titel	Evaluación y saber: ¿Una relación posible? / Evaluation, knowledge and absences ; Approaching the social recruiting of teachers from a comparative analysis in three jurisdictions: Buenos Aires City, La Pampa and Santa Cruz.
Quelle	In: Praxis Educativa; Vol. 16, Núm. 1 (2012): enero-julio; 46-54 ; 2313-934X ; 0328-9702(2012) PDF als Volltext kostenfreie Datei
Sprache	spanisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	Educacion; Evaluación; relación con el saber; forma de lo escolar; experiencia escolar; assessment; relationship to knowledge; school forms; school expe¬rience; teachers; middle classes; social position; social structure; social recruitment
Abstract	A partir de lo trabajado en el marco del proyecto de investigación denominado "Vida y Escuela. La Experiencia escolar de alumnos y profesores. Estudio en casos en una escuela pre-universitaria", aparece la evaluación como categoría analítica, entendida como forma escolar en tanto conjunto y configuración de los elementos constitutivos de aquello que se articula en las prácticas escolares. Pensar la experiencia de evaluación en la escuela implica preguntarse por la Escuela Media actual sus formas y sus prácticas. En este sentido, los nuevos modos de habitar la escuela nos arrojan testimonios que dan cuenta de la experiencia de transitar y hacer la escuela en tiempos destituidos, fluidos y fragmentados. Las reflexiones que se plantean en este escenario aluden a la compleja relación entre evaluación y saber, en tanto este último parece estar ausente a la hora de obtener las acreditaciones que permiten a los estudiantes permanecer en la escuela y promocionarse. Las prácticas de evaluación, según las voces de los alumnos entrevistados, lejos de iluminar la relación con el saber generan desencuentros, malestar, abandono, porque se presentan como rutinarias y vacías de contenidos. Desde estos análisis se instala la inquietud de pensar nuevos formatos escolares y también nuevas formas y modalidades de evaluación teniendo en cuenta las profundas implicancias sociales y personales que dicha actividad tiene. Evaluation, knowledge and absencesAbstractIn the context of the research project called "Life and School. School experience of students and teachers. Case study in a pre-university school", school assessment appears as an analytical category defined as school form and understood as whole and configuration of constituent elements which are articulated in school practices. Think evaluation experience in school, involves asking for the current Middle School forms and practices. In this sense, new modes of inhabiting the school show evidence of the experience of moving and make the school in short, fluid and fragmented times. The thoughts that arise in this scenario refer to the complex relationship between assessment and knowledge, while the latter seems to be absent in obtaining accreditations that allow students to stay in school and be promoted.Assessment practices, according to the voices of the students interviewed, instead of illuminate the relationship to knowledge generate disagreements, distress, abandonment, because they have empty content and routine. These analyzes throw the concern of thinking new school formats and new ways and means of assessment taking into account profound social and personal implications involved in such activity. ; In Argentina, teachers have traditionally been characterized as part of the middle class or the petty bourgeoisie, depending on the theoretical perspective. This characterization is usually based on the predominantly female composition of teachers as a group and on their character of wives of that portion of the population that occupies "relatively important positions in the social structure". However, few studies have attempted to account for this hypothesis and most of them are based on unrepresentative samples. In this paper we present an exercise based on a comparison of census data for three jurisdictions which have different features both in the recruitment of teachers and in their specific social and economic structures: Ciudad de Buenos Aires, La Pampa and Santa Cruz.
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