Senderos : narrativas docentes sobre identidades y prácticas de evaluación en la escuela

Detalles Bibliográficos
Publicado en:	Saberes y prácticas. Revista de filosofía y educación. Vol. 2 (2017) 2. Mendoza : Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela. Facultad de Filosofía y Letras. Universidad Nacional de Cuyo, 2017
Autor Principal:	Hendel, Verónica
Otros autores o Colaboradores:	Meschiany, Talia
Formato:	Artículo
Temas:	Narrativas Identidades Enseñanza de la historia Formación de docentes Entornos virtuales de enseñanza y aprendizaje Narratives Identities History teaching Teacher training Teaching and learning virtual environments
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.13699/pr.13699.pdf http://sedici.unlp.edu.ar/handle/10915/107927 http://revistas.uncu.edu.ar/ojs/index.php/saberesypracticas/article/view/1003
Resumen:	Este trabajo se propone compartir algunas reflexiones sobre narrativas y representaciones de docentes en ejercicio acerca de las prácticas de evaluación en la clase de Historia en el nivel secundario. El acto de narrar cobra en los entornos virtuales de enseñanza y aprendizaje un status diferencial, ya que la escritura sigue siendo la principal forma de intercambio. Las narraciones que los profesores realizaron y compartieron en el curso virtual "Enseñar y Evaluar en la clase de Historia" (2016) proponía pensar el trayecto formativo como un sendero, identificando diferencias o similitudes en su formación inicial y/o en sus formas de enseñar y evaluar desde que ingresaron, transitaron el camino y llegaron al final del mismo. En la actualidad, el conocimiento histórico producido y reproducido en las escuelas secundarias se encuentra atravesado por cambios operados en el mundo globalizado, que intervienen sobre el "código disciplinar de la historia escolar" (Cuesta Fernández, R. 1998). Las instancias de formación docente continua, a través de distintos entornos virtuales, se constituyen en testigos de esas mutaciones y permiten articular los cambios producidos en la relación con el saber y el conocimiento, y las experiencias de los profesores en términos de sus trayectorias escolares y biografías profesionales. This work intends to share some reflections on narratives and representations of teachers in practice about the evaluation practices in the history class at the secondary level. The act of narrating takes on a differential status in virtual teaching and learning environments, since writing remains the main form of exchange. The narrations that the professors made and shared in the virtual course "Teach and Evaluate in the History Class" (2016) proposed to think of the formative journey as a path, identifying differences or similarities in their initial formation and / or in their ways of teaching and evaluate since they entered, walked the road and reached the end of it. At present, the historical knowledge produced and reproduced in secondary schools is traversed by changes in the globalized world, which intervene in the "disciplinary code of school history" (Cuesta Fernández, R. 1998). The instances of continuous teacher training, through different virtual environments, become witnesses of these mutations and allow to articulate the changes produced in the relationship with knowledge and knowledge, and the experiences of teachers in terms of their school trajectories and professional biographies.
ISSN:	ISSN 2525-2089

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Senderos : narrativas docentes sobre identidades y prácticas de evaluación en la escuela

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.13699/pr.13699.pdf

http://sedici.unlp.edu.ar/handle/10915/107927

http://revistas.uncu.edu.ar/ojs/index.php/saberesypracticas/article/view/1003

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