Communicative Evaluation and Content Selection in Vulnerable School Contexts in Chile

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dc.contributor.authorDel Pino Sepúlveda, Miguel
dc.contributor.authorMontanares Vargas, Elizabeth
dc.date2019
dc.date.accessioned2021-04-30T16:25:28Z
dc.date.available2021-04-30T16:25:28Z
dc.description.abstractThis 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.
dc.identifier.citationREVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA,Vol.21,,2019
dc.identifier.doi10.24320/redie.2019.21.e03.1984
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2572
dc.language.isoes
dc.publisherUNIV AUTONOMA BAJA CALIFORNIA. INST INVESTIGACION & DESARROLLO EDUCATIVO
dc.sourceREVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA
dc.subject.englishEvaluation
dc.subject.englisheducational evaluation
dc.subject.englishcurriculum evaluation
dc.subject.englishcurriculum content
dc.titleCommunicative Evaluation and Content Selection in Vulnerable School Contexts in Chile
dc.typeArticle
uct.catalogadorWOS
uct.indizacionESCI
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