Migrants in the School: A Proposal of an Intercultural Evaluation Model of Learning
Migrantes en la escuela: Propuesta de un modelo de evaluación intercultural de los aprendizajes
| 2019 | |
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migrants evaluation learning critical interculturality migrantes escuela evaluación aprendizaje interculturalidad crítica |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/1769
https://hdl.handle.net/10895/3954 |
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| Acceso abierto |
| Sumario: | The schooling of migrant children and young people is a challenge that has not yet been faced by the Chilean educational policy, facing such students to a monocultural curriculum and forms of evaluation derived from a technical paradigm, which make the diversity of knowledge, invisible. The article describes the first phase of the design of a model of intercultural evaluation of learning from a critical reflexive paradigm, using an emancipatory conception of evaluation as a dialogue of knowledge for the improvement and educational equity in migrant education contexts. In the design of the intercultural evaluative model, we considered the theoretical support of the formative evaluation, continuous regulation of learning, teacher meta-evaluation processes and a broader concept of interculturality. |
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