From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks
The reflection article presented below synthesizes part of the doctoral thesis, currently candidate, called: Pedagogical Conversational Networks and Evaluative Cultures for Learning attached to the line of Curriculum and Evaluation of the Doctorate in Education of Santo Tomás University in Bogotá, C...
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2023
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| Online adgang: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2869 |
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| author | Meneses-Runza, Ingrid Nathalia Castañeda-Cantillo, Ana Elvira |
| author_browse | Castañeda-Cantillo, Ana Elvira Meneses-Runza, Ingrid Nathalia |
| author_facet | Meneses-Runza, Ingrid Nathalia Castañeda-Cantillo, Ana Elvira |
| author_sort | Meneses-Runza, Ingrid Nathalia |
| collection | OJS- Educación y Ciudad |
| description | The reflection article presented below synthesizes part of the doctoral thesis, currently candidate, called: Pedagogical Conversational Networks and Evaluative Cultures for Learning attached to the line of Curriculum and Evaluation of the Doctorate in Education of Santo Tomás University in Bogotá, Colombia. The contributions of this article are aimed at answering What is the contribution of pedagogical networks in evaluative praxis? For the general process, a qualitative research methodology was implemented, with a hermeneutic approach, addressed with the method of Action Research, which promotes, among others, the awareness of the actors in the educational transformation processes (Sandín, 2003). Specifically, the research was carried out in the setting of a Colombian pedagogical teachers’ network known as the REDDI (Network of Teacher Researchers) and, one of its groups, called: 360° Evaluative Culture Node. The conclusions of this reflection highlight the contribution made by pedagogical networks in the empowerment of a transformative evaluator subject aware of their role and praxis, who qualifies him-self permanently in the various formal and informal conversational scenarios that are experienced in the dynamics of a pedagogical network. Likewise, emphasis is placed on achieving an evaluative praxis that counteracts the persistent emphasis on instrumentalization in school evaluation, still present in the 21st century. |
| first_indexed | 2026-02-24T16:00:36Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-2869 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:36Z |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-28692024-07-02T02:39:25Z From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks De la práctica a la praxis evaluativa. Un aporte de las redes pedagógicas Meneses-Runza, Ingrid Nathalia Castañeda-Cantillo, Ana Elvira formación docente redes pedagógicas evaluación escolar praxis comunidades de aprendizaje teacher training pedagogical networks school evaluation praxis learning Communities The reflection article presented below synthesizes part of the doctoral thesis, currently candidate, called: Pedagogical Conversational Networks and Evaluative Cultures for Learning attached to the line of Curriculum and Evaluation of the Doctorate in Education of Santo Tomás University in Bogotá, Colombia. The contributions of this article are aimed at answering What is the contribution of pedagogical networks in evaluative praxis? For the general process, a qualitative research methodology was implemented, with a hermeneutic approach, addressed with the method of Action Research, which promotes, among others, the awareness of the actors in the educational transformation processes (Sandín, 2003). Specifically, the research was carried out in the setting of a Colombian pedagogical teachers’ network known as the REDDI (Network of Teacher Researchers) and, one of its groups, called: 360° Evaluative Culture Node. The conclusions of this reflection highlight the contribution made by pedagogical networks in the empowerment of a transformative evaluator subject aware of their role and praxis, who qualifies him-self permanently in the various formal and informal conversational scenarios that are experienced in the dynamics of a pedagogical network. Likewise, emphasis is placed on achieving an evaluative praxis that counteracts the persistent emphasis on instrumentalization in school evaluation, still present in the 21st century. El artículo de reflexión que se presenta a continuación se enmarca en la tesis doctoral, actualmente candidatizada, denominada Redes Conversacionales Pedagógicas y Culturas Evaluativas para el Aprendizaje adscrita a la línea de Currículo y Evaluación del Doctorado en Educación de la Universidad Santo Tomás. Los aportes de este artículo están orientados a responder ¿Cuál es el aporte de las redes pedagógicas en la praxis evaluativa? Para la investigación en general, se implementó una metodología de investigación cualitativa, con un enfoque hermenéutico, abordado con el método de la Investigación Acción, la cual propicia entre otros, la concienciación de los actores en los procesos de transformación educativa (Sandín, 2003). En concreto, la investigación se llevó a cabo en el escenario de una red pedagógica colombiana, conocida como la Red de Docentes Investigadores REDDI y, en especial, en uno de sus grupos, denominado: Nodo Cultura Evaluativa 360°. Se destacan en las conclusiones de esta reflexión, la contribución que realizan las redes pedagógicas en el empoderamiento de un sujeto evaluador transformador consciente de su rol y praxis, quien se cualifica de manera permanente en los diversos escenarios conversacionales formales e informales que se vivencian en las dinámicas de una red pedagógica. Asimismo, se hace hincapié en la consecución de una praxis evaluativa que contrarresta el persistente énfasis de la instrumentalización en la evaluación escolar, aún presente en el siglo XXI. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2023-07-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2869 10.36737/01230425.n45.2023.2869 Educación y Ciudad; No. 45 (2023): July-December; e2869 Educación y Ciudad; No. 45 (2023): Temática libre (julio-diciembre); e2869 Educación y Ciudad; Núm. 45 (2023): Temática libre (julio-diciembre); e2869 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2869/2368 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2869/2398 Derechos de autor 2023 Ingrid Nathalia Meneses-Runza, Ana Elvira Castañeda-Cantillo https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | formación docente redes pedagógicas evaluación escolar praxis comunidades de aprendizaje teacher training pedagogical networks school evaluation praxis learning Communities Meneses-Runza, Ingrid Nathalia Castañeda-Cantillo, Ana Elvira From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks |
| title | From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks |
| title_alt | De la práctica a la praxis evaluativa. Un aporte de las redes pedagógicas |
| title_full | From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks |
| title_fullStr | From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks |
| title_full_unstemmed | From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks |
| title_short | From Practice to Evaluative Praxis. A Contribution from Pedagogical Networks |
| title_sort | from practice to evaluative praxis a contribution from pedagogical networks |
| topic | formación docente redes pedagógicas evaluación escolar praxis comunidades de aprendizaje teacher training pedagogical networks school evaluation praxis learning Communities |
| topic_facet | formación docente redes pedagógicas evaluación escolar praxis comunidades de aprendizaje teacher training pedagogical networks school evaluation praxis learning Communities |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2869 |
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