De la Colonialidad a la Emancipación: Una Evaluación Crítica de las Prácticas Evaluativas en Contextos Oaxaqueños
DOI:
https://doi.org/10.65011/prismaods.v4.i2.126Palabras clave:
valuación, contextualización, tensión, monolingüismo, autonomíaResumen
Este estudio analiza las perspectivas de 30 docentes oaxaqueños sobre evaluación educativa mediante encuesta y análisis mixto, revelando un sistema en tensión estructural. Los hallazgos principales muestran una marcada contradicción entre el discurso innovador (87% prefiere modelos flexibles o sin calificaciones) y prácticas limitadas por el monolingüismo evaluativo (73% evalúa solo en español) y la presión administrativa (66%). Se identifica una brecha crítica entre la alta declaración de contextualización y el impacto negativo observado en autoestima e identidad cultural estudiantil (70%). La evaluación funciona simultáneamente como herramienta pedagógica y mecanismo de control, con predominio de percepciones de ansiedad estudiantil (43%). El estudio concluye que se requiere institucionalizar la autonomía docente ya ejercida y flexibilizar normativas para viabilizar evaluaciones interculturales que traduzcan las aspiraciones docentes en prácticas sostenibles.
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