The governance and the hijacking of the evaluation in the mexican high education

Detalhes bibliográficos
Autor(a) principal: Comas Rodríguez, Oscar Jorge
Data de Publicação: 2019
Outros Autores: Arbesú García, María Isabel
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Revista Docência do Ensino Superior (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/2570
Resumo: The objective of this work is to discuss the moment in which the teaching evaluation is found: what has it been for? How is it that the governance has hijacked it? In order to answer these questions, three important points that are part of the evaluation process are highlighted. The first one is the duty of the evaluation, that is, what the law says about it. The second one focuses on the task of the evaluation, the steps that must be followed to participate in this process. The third point is about using the methodological theoretical proposal of Social Representations as a means of analysing how professors live the teacher evaluation. This is made through the contemplation of opinions and experiences of professors from the UAM X. The results indicate that these professionals do not have a clear representation of the conception of teacher evaluation, rather what they could identify were the different uses that are attributed to it. Among others, they perceive evaluation as an administrative bureaucratic process that has not improved educational practices.
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spelling The governance and the hijacking of the evaluation in the mexican high educationLa gobernanza y el secuestro de la evaluación docente en la educación superior mexicanaA governança e o sequestro da avaliação docente no ensino superior mexicanoAvaliação na educação superiorAvaliação docenteGovernançaRepresentações sociaisHigher education evaluationTeacher evaluationGovernanceSocial representationsEvaluación en la educación superiorEvaluación de profesoresGobernanzaRepresentaciones socialesThe objective of this work is to discuss the moment in which the teaching evaluation is found: what has it been for? How is it that the governance has hijacked it? In order to answer these questions, three important points that are part of the evaluation process are highlighted. The first one is the duty of the evaluation, that is, what the law says about it. The second one focuses on the task of the evaluation, the steps that must be followed to participate in this process. The third point is about using the methodological theoretical proposal of Social Representations as a means of analysing how professors live the teacher evaluation. This is made through the contemplation of opinions and experiences of professors from the UAM X. The results indicate that these professionals do not have a clear representation of the conception of teacher evaluation, rather what they could identify were the different uses that are attributed to it. Among others, they perceive evaluation as an administrative bureaucratic process that has not improved educational practices.Este trabajo tiene como objetivo discutir el momento en que se encuentra la evaluación docente: ¿para qué ha servido? ¿cómo es que la gobernanza la ha secuestrado? Con el objeto de responder a estas preguntas, se destacan tres puntos importantes que forman parte del proceso de evaluación. El primero es el deber ser de la evaluación, es decir, lo que dice la normativa respecto a esta. El segundo se enfoca en el quehacer de la evaluación, los pasos que se tienen que seguir para participar en este proceso. En el tercero se contempla el ser de la evaluación, en donde, a partir de la propuesta teórica metodológica de las Representaciones Sociales (RS), se analizan las opiniones y vivencias de profesores de la Universidad Autónoma Metropolitana Unidad Xochimilco (UAM X), con relación a cómo viven esos la evaluación docente. Los resultados indican que los profesores no tienen una representación clara sobre la concepción de evaluación docente, más bien lo que pudieron identificar fueron los distintos usos que a esta se le atribuyen. Entre otros, perciben a la evaluación como un proceso burocrático administrativo que no ha mejorado las prácticas educativas.O objetivo deste trabalho é discutir o momento em que se encontra a avaliação docente: para que serve essa avaliação? Como é que a governança a seqüestrou? Para responder a essas perguntas se destacam três pontos importantes que fazem parte desse processo. O primeiro é o dever ser da avaliação, isto é, o que os regulamentos dizem sobre esse ponto. O segundo tem foco no que fazer: os passos que devem ser seguidos para participar da avaliação. O terceiro ponto procura dar conta do ser da avaliação, em que, a partir da proposta teórico-metodológica das Representações Sociais, são analisadas as opiniões e as experiências de professores da UAM X em relação a como eles vivem a avaliação docente. Os resultados indicam que eles não têm uma ideia clara da relevância da avaliação como professores, mas eles podem identificar os diferentes usos que são atribuídos a ela. Entre outros, eles percebem a avaliação como um processo administrativo burocrático que não contribuiu às práticas educacionais.Universidade Federal de Minas Gerais2019-05-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/257010.35699/2237-5864.2019.2570Revista Docência do Ensino Superior; Vol. 9 (2019); 1-17Revista Docência do Ensino Superior; Vol. 9 (2019); 1-17Revista Docência do Ensino Superior; v. 9 (2019); 1-172237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGspahttps://periodicos.ufmg.br/index.php/rdes/article/view/2570/9980Copyright (c) 2019 Oscar Jorge Comas Rodríguez, María Isabel Arbesú Garcíahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessComas Rodríguez, Oscar Jorge Arbesú García, María Isabel2023-01-27T16:45:23Zoai:periodicos.ufmg.br:article/2570Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2023-01-27T16:45:23Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv The governance and the hijacking of the evaluation in the mexican high education
La gobernanza y el secuestro de la evaluación docente en la educación superior mexicana
A governança e o sequestro da avaliação docente no ensino superior mexicano
title The governance and the hijacking of the evaluation in the mexican high education
spellingShingle The governance and the hijacking of the evaluation in the mexican high education
Comas Rodríguez, Oscar Jorge
Avaliação na educação superior
Avaliação docente
Governança
Representações sociais
Higher education evaluation
Teacher evaluation
Governance
Social representations
Evaluación en la educación superior
Evaluación de profesores
Gobernanza
Representaciones sociales
title_short The governance and the hijacking of the evaluation in the mexican high education
title_full The governance and the hijacking of the evaluation in the mexican high education
title_fullStr The governance and the hijacking of the evaluation in the mexican high education
title_full_unstemmed The governance and the hijacking of the evaluation in the mexican high education
title_sort The governance and the hijacking of the evaluation in the mexican high education
author Comas Rodríguez, Oscar Jorge
author_facet Comas Rodríguez, Oscar Jorge
Arbesú García, María Isabel
author_role author
author2 Arbesú García, María Isabel
author2_role author
dc.contributor.author.fl_str_mv Comas Rodríguez, Oscar Jorge
Arbesú García, María Isabel
dc.subject.por.fl_str_mv Avaliação na educação superior
Avaliação docente
Governança
Representações sociais
Higher education evaluation
Teacher evaluation
Governance
Social representations
Evaluación en la educación superior
Evaluación de profesores
Gobernanza
Representaciones sociales
topic Avaliação na educação superior
Avaliação docente
Governança
Representações sociais
Higher education evaluation
Teacher evaluation
Governance
Social representations
Evaluación en la educación superior
Evaluación de profesores
Gobernanza
Representaciones sociales
description The objective of this work is to discuss the moment in which the teaching evaluation is found: what has it been for? How is it that the governance has hijacked it? In order to answer these questions, three important points that are part of the evaluation process are highlighted. The first one is the duty of the evaluation, that is, what the law says about it. The second one focuses on the task of the evaluation, the steps that must be followed to participate in this process. The third point is about using the methodological theoretical proposal of Social Representations as a means of analysing how professors live the teacher evaluation. This is made through the contemplation of opinions and experiences of professors from the UAM X. The results indicate that these professionals do not have a clear representation of the conception of teacher evaluation, rather what they could identify were the different uses that are attributed to it. Among others, they perceive evaluation as an administrative bureaucratic process that has not improved educational practices.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/2570
10.35699/2237-5864.2019.2570
url https://periodicos.ufmg.br/index.php/rdes/article/view/2570
identifier_str_mv 10.35699/2237-5864.2019.2570
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/2570/9980
dc.rights.driver.fl_str_mv Copyright (c) 2019 Oscar Jorge Comas Rodríguez, María Isabel Arbesú García
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Oscar Jorge Comas Rodríguez, María Isabel Arbesú García
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Docência do Ensino Superior; Vol. 9 (2019); 1-17
Revista Docência do Ensino Superior; Vol. 9 (2019); 1-17
Revista Docência do Ensino Superior; v. 9 (2019); 1-17
2237-5864
2358-6338
reponame:Revista Docência do Ensino Superior (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Docência do Ensino Superior (Online)
collection Revista Docência do Ensino Superior (Online)
repository.name.fl_str_mv Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistadocenciaensinosuperior@ufmg.br||
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