scholarly journals LA FORMACIÓN PEDAGÓGICA DEL DOCENTE EN LA FACULTAD DE CIENCIAS DE LA EDUCACIÓN E IDIOMAS DE LA UNIVERSIDAD ESTATAL PENÍNSULA DE SANTA ELENA - ECUADOR.

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Carlos Cañedo Iglesias Cañedo Iglesias ◽  
Margarita Lamas González ◽  
Nelly Panchana Rodríguez ◽  
Yuri Ruiz Rabasco
Keyword(s):  
Training System ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Educational Preparation ◽  
Theoretical Contribution ◽  
Pedagogical Training ◽  
Palabras Clave ◽  
El Sistema ◽  
Level Of Training ◽  
Faculty Of Education

El objetivo de este reporte científico consiste en socializar el sistema de formación pedagógica dirigido al perfeccionamiento de la dimensión pedagógica de los profesores que conforman el claustro de la Facultad de Ciencias de la Educación e Idiomas. La contribución teórica radica en la concepción de la teoría y práctica en la preparación pedagógica, atendiendo al contexto, la definición y caracterización de los niveles de formación del claustro de profesores con el fin de lograr el perfeccionamiento de la actividad pedagógica, constituye el aporte teórico ya que en las investigaciones revisadas al respecto no se encontraron evidencias de los objetivos a alcanzar en cada nivel de formación propuesto. En el presente trabajo se demuestra que con la aplicación del sistema de formación pedagógica se contribuye a la formación pedagógica de los docentes implicando el logro de un mayor ingreso y retención de los estudiantes universitarios. Palabras clave: sistema, formación pedagógica, niveles de formación, ingreso y retención ABSTRACT The objective of this scientific report is to socialize the teacher training system aimed at improving the pedagogical dimension of the teachers who make up the faculty of the Faculty of Education and Language. The theoretical contribution lies in the understanding of the theory and practice in the educational preparation , considering the context, the definition and characterization of the level of training of the teaching staff in order to achieve the improvement of pedagogical activity, is the theoretical contribution and that the revised research about evidence not met the objectives to be achieved each level of training proposed . In the present work it is shown that the application of the system of teacher education contributes to the pedagogical training of teachers involving achieving higher income and retention of college students. Keywords: system, pedagogical training, training stages, entry and retention. Recibido: abril de 2015Aprobado: Junio de 2015

LA PARTICIPACIÓN CIUDADANA Y EL DESARROLLO DE LA CULTURA CIENTÍFICA, EN LA FORMACIÓN INICIAL DEL PROFESOR PARA LA EDUCACIÓN TÉCNICA Y PROFESIONAL. UN RETO HECHO REALIDAD.

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
María Isabel Orozco Rivero
Keyword(s):  
Citizen Participation ◽  
Professional Education ◽  
Theory And Practice ◽  
Scientific Development ◽  
Scientific Culture ◽  
Initial Formation ◽  
Theoretical Contribution ◽  
Palabras Clave ◽  
Stated Problem ◽  
Theoretical Foundations

La formación inicial del profesor de la Educación Técnica y Profesional (ETP), debe estar en correspondenciacon la integración del conocimiento científico, el acelerado desarrollo de la ciencia y la tecnologíay las exigencias en la formación de las nuevas generaciones. Esta investigación aborda la problemáticaplanteada en la formación de profesores para la Carrera de Informática y asume como problemacientífico: “¿Cómo contribuir al desarrollo de una cultura científica como base para una participaciónciudadana responsable, en la formación inicial del profesor para la ETP en la Carrera Informática?”. La metodología utilizada constituye una integración de métodos teóricos y empíricos, lo que permitióla elaboración de la propuesta. Se trabajan y sustentan los antecedentes teóricos y metodológicos delproceso de formación inicial del profesor para la Educación Técnica y Profesional. Finalmente, se brindan los resultados de la aplicación de la consulta a expertos como comprobación teórica del mismo ysu aplicación parcial en la práctica. El fundamento teórico y las relaciones sistemáticas que se establecenentre los componentes, constituyen el principal aporte teórico y novedad de la investigación.   Palabras Clave: participación ciudadana, cultura científica, formación inicial, educación técnica y profesional.   ABSTRACT   The basic formation of teachers in Technical and Professional Education (TPE) must be in correspondencewith the integration of scientific development, the accelerated development of science and technology, and the educational demands of the new generations.  This research addresses the stated problem in the formation of teachers for the Informatics Career and assumes the scientific problem: How to contribute to thedevelopment of a scientific culture as the basis of a responsible citizen participation, in the initial formation of the ETP teacher in the Informatics Career? The methodology used integrates both theoretical and empiricalmethods which helped to build up this proposal.  Historical and methodological background of the formation process are worked out and supported.  Finally, results of the application of expert consulting as averification in theory and practice. The theoretical foundations and the systematic relationships established among the components constitute the main theoretical contribution and novelty of this research.   Keywords: citizen participation, scientific culture, initial formation, technical and professional education   Recibido: julio de 2015Aprobado: septiembre de 2015

scholarly journals A model for the development of future teachers’ pedagogical skills in the process of professional training

2021 ◽  
pp. 64-71
Author(s):  
Olena Matviienko ◽  
Liudmyla Stepanenko ◽  
Zoryana Vysochan ◽  
Lesja Vysochan ◽  
Hanna Chorna ◽  
...  
Keyword(s):  
Professional Training ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Physical Culture ◽  
Social Significance ◽  
Social Functions ◽  
Pedagogical Training ◽  
Pedagogical Skills ◽  
Level Of Training ◽  
Main Components

The modeling of the purpose of education and upbringing of a future physical culture teacher is reflected in the qualification characteristic that determines the requirements for the level of training of a specialist. They are determined by the nature of professional and social functions and tasks that graduates of higher educational institutions must solve. In the process of learning, it is necessary to strive for the pedagogical activity to acquire social significance in the student’s mind and become a personal value for him. The improvement of vocational pedagogical training of future physical culture teachers provides purposeful and systematic work on the formation of properties and qualities of the personality, knowledge, abilities, skills corresponding to the nature of requirements to the pedagogical activity. The study of achievements in the pedagogical theory and practice made it possible to develop a model for the development of pedagogical skills of future physical culture teachers in vocational training. The model provides for the formation of the pedagogical skills development of future physical culture teachers in three consecutive stages: motivational, activity, and reflexive. The developed model contains the following main components: purpose, methodological approaches, principles, content, forms, methods, educational technologies, pedagogical conditions of formation, criteria, indicators, levels, and diagnostics of future physical culture teachers.

scholarly journals Subjetividad y subjetivación en la cultura de hoy (notas sobre Foucault y Heidegger y otras cuestiones anexas)

2012 ◽  
Vol 1 (18) ◽  
pp. 16
Author(s):  
Juan Carlos Rodríguez
Keyword(s):  
Cultural Studies ◽  
Literary Theory ◽  
Richard Rorty ◽  
Theory And Practice ◽  
The Self ◽  
Palabras Clave ◽  
Widespread Agreement ◽  
El Sistema ◽  
Sobre Todo ◽  
Estudios Culturales

 En este ensayo sólo se pretende esbozar una serie de matices acerca de la teoría y la práctica literarias (y del pensar de hoy, en las condiciones en que existe). Sobre todo este matiz: ¿nacemos libres (de acuerdo con la supuesta Naturaleza humana natural) o nacemos capitalistas (de acuerdo con los presupuestos capitalistas de la libertad)? Si nacemos naturalmente libres, eso quiere decir que tenemos la subjetividad ya naturalmente hecha, sólo que a veces oprimida por el sistema; si nacemos capitalistas eso quiere decir que nuestro inconsciente y nuestro lenguaje están ya configurados por el sistema desde el primer momento. Como en el panorama de hoy —y desde más de dos siglos antes— se piensa masivamente que nacemos “naturalmente libres”, a partir de ahí el ensayo intenta rastrear algo de la trayectoria de Foucault (y la influencia en él del Horizonte Fenomenológico y de Heidegger) hasta llegar a la final defensa foucaultiana —lógica— del neoliberalismo que hoy rige por todas partes (incluso produciéndose un llamado “efecto Foucault”). Igualmente se esbozan las influencias del Hegel de Kojève y el contraste entre Foucault y Richard Rorty a propósito del Constructivismo lingüístico y de los Estudios culturales. Asimismo algún otro matiz a propósito de que el aserto foucaultiano (pero en absoluto suyo sino plenamente generalizado) acerca de que “la realidad no existe y sólo existe el lenguaje”, es decir, la “auto-referencialidad reflexiva” del discurso, se haya convertido hoy en el quinto as de la baraja en cualquier sentido cultural. Se concluye con otro mero esbozo de lo que podría plantearse si se partiera del hecho de que “nacemos capitalistas”. Como este pensamiento distinto resulta —hoy por hoy— casi imposible, nos basta con dejarlo apuntado. Palabras clave: yo libre, sujeto/sistema, Estudios culturales, constructivismo lingüístico, neoliberalismo, “efecto Foucault”. This essay just aims to outline a number of nuances concerning literary theory and practice (and today’s thinking in the conditions in which it exists). The main focus is on the following nuance: are we born free (according to some natural human nature) or are we born capitalists (according to the capitalist notion of freedom)? If we are born naturally free, that means that our subjectivity is already naturally made, and just sometimes repressed by the system; if we are born capitalists, our subconscious and our language are determined by the system from the outset. Because nowadays — and since more than two centuries ago — there is widespread agreement that we are born “naturally free”, this essay adopts that assumption to trace a few aspects of Foucault’s work (and the influence he received from the Phenomenological Horizon and from Heidegger) to reach the final Foucauldian defence — logic — of neoliberalism that rules everywhere today (even giving rise to a so-called “Foucault effect”). Likewise, the essay outlines the influences of Kojève’s Hegel and the contrast between Foucault and Richard Rorty concerning Linguistic constructivism and Cultural studies. Also, it outlines some other nuances with regard to the fact that the Foucauldian (though by no means his but fully generalised) assertion that “reality does not exist and only language does” — that is to say, the “self-reflexive referentiality” of discourse — has become the fifth ace in any cultural sense today. The essay concludes with another mere sketch of what could be posed if we were to assume that we are born capitalists. Because this alternative thinking turns out to be almost impossible nowadays, our brief sketch suffices.Keywords: Free self, subject/system, cultural studies, linguistic constructivism, neoliberalism, Foucault effect.

scholarly journals Sistema de capacitación en educación ambiental para el desarrollo sostenible del turismo en Villa Clara, Cuba

ECA Sinergia ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 131
Author(s):  
Vivian Martínez de la Vega ◽  
Mavel Moré Estupiñán ◽  
María Rosa Naranjo Llupart
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Climatic Change ◽  
Training System ◽  
Organizational Forms ◽  
The Sustainable Development ◽  
Support Materials ◽  
Palabras Clave ◽  
El Sistema ◽  
The Relationship

  El presente artículo muestra el diseño del Sistema de Capacitación en Educación Ambiental para el Desarrollo Sostenible del turismo en Villa Clara, Cuba. Lo sustentan el estudio de periodización y la sistematización de experiencias de capacitación en Educación Ambiental para el Desarrollo Sostenible, EApDS, en el turismo y contiene propuestas de sistema de categorías y subcategorías de diagnóstico y evaluación, y el diseño de materiales de apoyo, instrumentos y herramientas complementarias. Diseñado por la metodología de Lorences, el sistema lo componen cuatro subsistemas: diagnóstico, organización y planificación, formas organizativas y, evaluación, control y divulgación. El aporte del sistema emana de la identificación y estudio de las condiciones y objetos independientes en la capacitación, en interconexión y sinergia, expresadas en la relación entre las formas organizativas construidas con el tema de cambio climático como eje transversal y en la relación entre los subsistemas y acciones que lo integran y cuya estructuración sustituye el empirismo y espontaneidad precedente en la capacitación en Educación Ambiental para el Desarrollo Sostenible del turismo en Villa Clara, con impacto significativo en la mejora del desempeño ambiental del sector en el territorio..Palabras clave: sistema de capacitación; educación ambiental; sostenibilidad; categorías; diagnóstico; turismo.AbstractPresently article shows up the design of the System of Qualification in Environmental Education for the Sustainable Development of the tourism in Villa Clara, Cuba. They sustain it the periodization study and the systematizing of qualification experiences in Environmental Education for the Sustainable Development in the tourism and it contains proposals of system of categories and diagnosis subcategories and evaluation, and the design of support materials, instruments and complementary tools. Designed by the methodology of Lorences, the System composes it four subsystems (diagnosis, organization and planning, organizational forms and evaluation, control and popularization. The contribution of the System emanates of the identification and study of the conditions and independent objects in the qualification, in interconnection and synergy, expressed in the relationship among the organizational built forms with the topic of climatic change as traverse axis and in the relationship among the subsystems and actions that integrate it and whose structuring substitutes the empiricism and precedent spontaneity in the qualification in Environmental Education for the Sustainable Development of the tourism in Villa Clara, with significant impact in the improvement of the environmental acting of the sector in the territory.Keywords: training system; environmental education; sustainability; categories; diagnosis; tourism.

scholarly journals Estratégias organizacionais no contexto da avaliação da pós-graduação brasileira

2020 ◽  
Vol 31 (77) ◽  
pp. 287
Author(s):  
Luci Mari Aparecida Rodrigues ◽  
Katia Denise Moreira ◽  
Cibele Barsalini Martins
Keyword(s):  
Strategic Management ◽  
Organizational Development ◽  
Evaluation System ◽  
Graduate Program ◽  
Teaching Staff ◽  
Organizational Strategies ◽  
Strategic Process ◽  
Palabras Clave ◽  
The Social ◽  
El Sistema

<p>Esta pesquisa identifica estratégias de um Programa de Pós-Graduação em Administração de uma universidade federal para atender ao Sistema de Avaliação da Pós-graduação no Brasil. Os dados foram coletados em documentos e entrevistas com integrantes da gestão do Programa no quadriênio de avaliação 2013-2016. A partir da elucidação das estratégias vigentes, descreveu-se a dimensão teórica da gestão estratégica que contemplou as ações que materializaram o processo de sua formação e implementação. Constatou-se fragilidades quanto aos indicadores Corpo Docente e Inserção Social e predominância de estratégias deliberadas, indicando o caráter coercitivo da avaliação sobre a gestão estratégica do Programa. Concluiu--se que uma revisão do processo estratégico, em diálogo com os agentes sociais que compõem o Programa, poderá colaborar para melhores resultados no sistema de avaliação<em>.</em></p><p><strong>Palavras-chave: </strong>Desenvolvimento Organizacional, Educação Superior, Avaliação da Pós-graduação.</p><p> </p><p><strong>Estrategias organizacionales en el contexto de la evaluación de la posgraduación brasileña</strong></p><p>Esta investigación identifica las estrategias de un Programa de Posgraduación en Administración de una universidad federal para atender al Sistema de Evaluación de la Posgraduación en Brasil. Los datos fueron recolectados en documentos y entrevistas con integrantes de la gestión del Programa en el cuadrienio de evaluación 2013-2016. A partir de la elucidación de las estrategias vigentes, se describió la dimensión teórica de la gestión estratégica que consideró las acciones que materializaron el proceso de su formación e implementación. Se constataron fragilidades cuanto a los indicadores Cuerpo Docente e Inserción Social y predominancia de estrategias deliberadas, indicando el carácter coercitivo de la evaluación sobre la gestión estratégica del Programa. Se concluyó que una revisión del proceso estratégico, en diálogo con los agentes sociales que componen el Programa, podrá colaborar para obtener mejores resultados en el sistema de evaluación.</p><p><strong>Palabras clave: </strong>Desarrollo Organizacional, Educación Superior, Evaluación de la Posgraduación.</p><p> </p><p><strong>Organizational strategies in the context of evaluation of brazilian graduate study</strong></p><p>This study identifies strategies used in a graduate program in Administration, at a federal university, to meet the requirements of the Graduate Evaluation System in Brazil. Data were collected from documents and interviews with members of the program’s management, in the 2013-2016 quadrennial evaluation. Based on the current strategies, the theoretical dimension of strategic management was described, which included the actions that established the process of its formation and implementation. Weaknesses were observed in relation to the Teaching Staff and Social Insertion indicators, as well as the predominance of deliberate strategies, indicating the coercive nature of the evaluation on the strategic management of the program. It was concluded that a review of the strategic process, in dialogue with the social agents that make up the program, could help achieve better results in the evaluation system.</p><p><strong>Keywords: </strong>Organizational Development, Higher Education, Graduate Program Evaluation.</p>

INTERNATIONAL SOCIETY FOR ENGINEERING PEDAGOGY: HISTORY AND DEVELOPMENT TRENDS

2021 ◽  
pp. 80-84
Author(s):  
PETR F. KUBRUSHKO ◽  
◽  
LIUDMILA I. NAZAROVA ◽  
DIANA O. EPRIKYAN ◽  
Keyword(s):  
International Society ◽  
Professional Education ◽  
Theory And Practice ◽  
Vocational Education And Training ◽  
Development Trends ◽  
University Teachers ◽  
Pedagogical Training ◽  
History Of ◽  
Level Of Training ◽  
Engineering Pedagogy

The paper analyzes the history of the establishing and development of the International Society for Engineering Pedagogy IGIP – one of the fi rst international organizations specializing in the theory and practice of training TVET teachers (TVET stands for technical and vocational education and training). Engineering pedagogy is presented as a part of TVET pedagogy, which considers the training of professional personnel in various specialties and areas. Engineering pedagogy dates back to the 1950s. It was centered around the International Society for Engineering Pedagogy IGIP established in 1972 in Klagenfurt (Austria) under the leadership of Adolf Melecinek. Russia joined this movement in 1995. In a number of engineering universities, IGIP Centers were established and have been successfully operating since then. TVET teachers improve their professional and pedagogical qualifi cations and, if their level of training and professional experience is confi rmed to the IGIP standards, teachers are awarded the title of “European Lecturer at an Engineering University”. The development trends of the International Society for Engineering Pedagogy in Russia are primarily associated with its integration into the system of continuous vocational (TVET) teacher training in the context of the digital transformation of society. It is necessary to systematically update the tasks set for IGIP. A new international standard (third generation) of the minimum pedagogical training required for university teachers has been developed. Cooperation with other partner organizations is being established. The IGIP publication system was revised (a new iGEP journal was established – International Journal of Engineering Pedagogy). Annual IGIP Symposiums contribute to integration processes in professional education and promote academic mobility. The centers for engineering pedagogy are accredited according to the international IGIP standard. An important task of the International Society for Engineering Pedagogy is not only the modernization of the scientifi c and methodological foundations of university engineering pedagogy in accordance with the urgent tasks of professional education, but also the improvement of the methodology of engineering and technical

Gramáticas racistas em xeque: o caso de um professor do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP)

2021 ◽  
pp. 86-109
Author(s):  
Luana Ribeiro da Trindade ◽  
Ana Carolina Costa dos Anjos
Keyword(s):  
Social Relations ◽  
Analytical Description ◽  
Sao Paulo ◽  
São Paulo ◽  
Theoretical Contribution ◽  
Racial Relations ◽  
Racial Democracy ◽  
Federal Institute ◽  
Palabras Clave ◽  
Education Science

Resumo Este artigo discute a gramática de relações raciais e os racismos a partir do caso de um professor do Instituto Federal de Educação, Ciência e Tecnologia São Paulo (IFSP) que fez um post em seu perfil do Facebook, o qual foi denunciado por alguns segmentos sociais como racista. Metodologicamente, empreendemos um estudo de caso que foi operacionalizado a partir da averiguação e análise do que foi dito pelo professor, como também as notas emitidas pela instituição, coletivos e movimentos negros, matérias jornalísticas sobre o caso e entrevista com estudantes. Inferimos que a gramática das relações sociais com foco racial está passando por mudanças de representação, por isso, há “choque” entre os sentidos visados (coordenações formais) entre os atores. Analisamos, sob uma perspectiva weberiana, as relações sociais que se estabeleceram e entendemos que as mesmas são balizadas por probabilidades de ações dentro de um sentido visado pelos atores. Assim, olhamos as ações discursivas dos agentes que proferiram e se justificaram ao perceber a gramática das relações raciais. Para tanto, realizamos uma descrição analítica do caso construindo um aporte teórico, significando e conceituando categorias-chave, como democracia racial. Palavras-chave: Relações Raciais; Racismos; Estudo de caso. Abstract This article sought to discuss the grammar of race relations and racism from the case of a professor at the Federal Institute of Education, Science, and Technology of Sao Paulo (IFSP) who posted on his Facebook profile and was denounced as racist by some social segment. Methodologically, we elaborated a case study that analyses what was said by the professor, as well as the notes released by the institution, collectives, and black movements, newspaper articles about the case, and interviews with students. We infer that the grammar of social relations with a racial focus is provoking changes in representation, so there is a “shock” between the senses targeted between the actors. We analyze, through a Weberian perspective, the social relations that are established and we understand that they are marked by probabilities of actions within a targeted sense (formal coordination) by the actors. Thus, we look at the discursive performances of the agents who uttered and justified themselves by understanding the grammar of racial relations. For this purpose, we carried out an analytical description of the case by constructing a theoretical contribution, meaning, and conceptualizing key categories such as racial democracy. Keywords: Social Relationships; Racisms; Targeted sense. Resumen Este artículo busca discutir la gramática de las relaciones raciales y el racismo a partir del caso de un profesor del Instituto Federal de Educación, Ciencia y Tecnología de São Paulo (IFSP) que hizo una publicación en su perfil de Facebook y fue denunciado por algunos sectores sociales como racista. Metodológicamente realizamos un estudio de caso que se operacionalizó a partir de la captura y el análisis de lo que dijo el docente, así como las notas emitidas por la institución, los colectivos y movimientos negros, los artículos periodísticos sobre el caso y las entrevistas con los estudiantes. Inferimos que la gramática de las relaciones sociales con un enfoque racial está experimentando cambios en la representación, por ello se da un "choque" entre los sentidos mentados por los actores. Analizamos, desde una perspectiva weberiana, las relaciones sociales que se establecen y entendemos que están guiadas por las probabilidades de acciones dentro de un sentido específico (coordinación formal) por parte de los actores. En concordancia, observamos las actuaciones discursivas de los agentes que se pronunciaron y se justificaron al percibir la gramática de las relaciones raciales. Por ello, realizamos una descripción analítica del caso, construyendo una contribución teórica, significando y conceptualizando categorías clave como democracia racial. Palabras clave: Relaciones raciales; Racismos; Direcciones de destino.

scholarly journals Autoavaliação institucional: outros sentidos de avaliação (im)possíveis?

2019 ◽  
Vol 30 (74) ◽  
pp. 558
Author(s):  
Rita de Cássia Prazeres Frangella ◽  
Maria Cristina Rezende de Campos
Keyword(s):  
Rio De Janeiro ◽  
Evaluation System ◽  
Quality Of Education ◽  
Self Assessment ◽  
Institutional Assessment ◽  
Palabras Clave ◽  
El Sistema ◽  
Evaluation Policies ◽  
Educational Field

<p><span style="font-family: Times New Roman;"><span style="font-family: Times New Roman;">Neste artigo, analisamos a autoavaliação institucional que integra o Sistema de Avaliação da Educação de Niterói (Saen), estado do Rio de Janeiro. O objetivo é discutir seu processo de constituição num contexto de centralidade das políticas de avaliação, defendendo essa como possibilidade de produção de políticas pelas escolas, como produção de sentidos de avaliação para além da lógica de accountability, colocando outros sentidos de qualidade em disputa. A partir de aportes pós-estruturais, assumimos o entendimento da política como luta pela significação, que se dá entre tensões, negociações, traduções. Concluímos argumentando que a experiência posta em análise nos permite problematizar de forma propositiva as políticas de avaliação centralizadas e centralizadoras que têm ganhado destaque no cenário educacional.<strong><span style="font-family: Times New Roman;"> </span></strong></span></span></p><p><span style="font-family: Times New Roman;"><strong>Palavras-chave:</strong> Autoavaliação, Avaliação Institucional, Autoavaliação Institucional, Qualidade da Educação.</span></p><p><span style="font-family: Times New Roman;"> </span></p><p><strong><span style="font-family: Times New Roman;">Autoevaluación institucional: ¿otros sentidos de evaluación (im)posibles?<strong><span style="font-family: Times New Roman;"> </span></strong></span></strong></p><p><span style="font-family: Times New Roman;">En este artículo analizamos la autoevaluación institucional que integra el Sistema de Evaluação da Educação de Niterói (Saen), estado de Rio de Janeiro. El objetivo es discutir su proceso de constitución en un contexto de centralidad de las políticas de evaluación, defendiendo a ésta como una posibilidad de producción de políticas por las escuelas, como producción de sentidos de evaluación más allá de la lógica de accountability, colocando otros sentidos de calidad en disputa. A partir de aportes post-estructurales, asumimos el entendimiento de la política como lucha por la significación, que se da entre tensiones, negociaciones, traducciones. Concluimos argumentando que la experiencia en análisis nos permite problematizar de forma propositiva las políticas de evaluación centralizadas y centralizadoras que han ganado destaque en el escenario educacional.</span></p><p><span style="font-family: Times New Roman;"><strong>Palabras clave</strong>: Autoevaluación, Evaluación Institucional, Autoevaluación Institucional, Calidad de la Educación.</span></p><p><strong><span style="font-family: Times New Roman;"> </span></strong></p><p><strong><span style="font-family: Times New Roman;">Institutional self-assessment: other (im)possible meanings of assessment?<strong><span style="font-family: Times New Roman;"> </span></strong></span></strong></p><p><span style="font-family: Times New Roman;">In this article, we analyze the institutional self-assessment that integrates the Education Evaluation System of Niterói (SAEN) in the state of Rio de Janeiro. The aim is to discuss its constitution process in a context of centrality of evaluation policies, supporting it as a possibility for the schools to produce policies as production of meanings of evaluation beyond the logic of accountability, putting other meanings of quality in dispute. From post-structural contributions, we assume the understanding of the policies as the struggle for meaning, which occurs between tensions, negotiations, and translations. We conclude by arguing that the analytical experience allows us to propose centered and centralized evaluation policies that have gained prominence in the educational field.</span></p><p><span style="font-family: Times New Roman;"><strong>Keywords</strong>: Self-Assessment, Institutional Assessment, Institutional Self-Assessment, Quality of Education.</span></p>

scholarly journals Bibliometría o altimetría: desde las métricas tradicionales a las actuales. Revisión Bibliográfica.

2020 ◽  
Vol 6 (2) ◽  
pp. 24-30
Author(s):  
Carlos Roberto Puerto Sanabria ◽  
Ángela Díaz Moreno ◽  
Ólman Gradis Santos
Keyword(s):  
Palabras Clave ◽  
El Sistema

Introducción: La forma en la que se mide la difusión de la información en la comunidad científica ha sufrido cambios en la última década. Objetivo: Esta revisión tiene como objetivo contextualizar al lector sobre las diferentes formas de medir el impacto de un artículo, tomando en cuenta el “sistema de medición tradicional” y el de “métricas alternativas”. Metodología de búsqueda: Se realizó una búsqueda en las bases de datos “PubMed/MEDLINE”, “Dialnet”, “Scielo” y “ScienceDirect”, utilizando las palabras clave: Bibliometría, alt métricas, métricas alternativas y factor de impacto. Conclusiones: El “sistema de medición tradicional”, basado en el factor de impacto y que se apoya esencialmente en la opinión de expertos, con el fin asegurar la calidad de las investigaciones, es una herramienta aún vigente que en conjunto con las métricas alternativas o altmétricas, favorecen la difusión del conocimiento, sin que necesariamente midan de manera precisa la calidad del artículo y su impacto.

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