Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile
- Del Pino Sepúlveda, Miguel - Montanares Vargas, Elizabeth
- Datos de publicación:
- REVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA,Vol.21,,2019
- Evaluation - educational evaluation - curriculum evaluation - curriculum content
- Migración Web of Science 
- This work addresses content evaluation from a communicative evaluation approach and has three objectives: 1) Uncover the content of communicative evaluation from the perspective of education actors involved, 2) Identify the role of participants in selecting content to be evaluated, and 3) Identify content selection criteria. The Dialogic-Kishu Kimkelay Ta Che methodology was used, and dialogic conversation and collective dialogue were used to collect information in three cities: Concepcion, Tome, and Talca (Chile). To validate the data, it was categorized into transformative, conservative, and exclusionary dimensions. Relevant results suggest integrating and salvaging the social, cultural, and linguistic knowledge of communities evaluated, with the goal of enriching the content prescribed by the national curriculum.