{"id":633,"date":"2019-03-14T08:37:20","date_gmt":"2019-03-14T08:37:20","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=633"},"modified":"2019-03-11T18:47:21","modified_gmt":"2019-03-11T18:47:21","slug":"comment-by-jorge-osorio-2","status":"publish","type":"post","link":"https:\/\/virtualseminar.icae.global\/?p=633","title":{"rendered":"Comment by Jorge Osorio"},"content":{"rendered":"\n

Jorge Osorio comments on the article <\/strong>“Impact beyond the tests: adult education that makes a real difference”<\/strong><\/a><\/p>\n\n\n\n

El texto en espa\u00f1ol est\u00e1 abajo<\/em><\/p>\n\n\n\n

Professor at the School of Psychology of the University of Valparaiso, Chile<\/strong><\/p>\n\n\n\n

Governments and multilateral agencies condition their educational policies and their conceptions of education to face the challenges of today’s society to the logic and results of standardized tests. It is a matter of global impact and a manifestation of the hegemony of educational governance of techno-neoliberal imprint. It is estimated that standardized tests generate incentives for the development of efficient actions in the countries and that they are a formula for public accountability on the part of educational establishments. Even more: the results of these tests should generate strategies for the improvement of learning, which in practice does not occur, because the pressure of standardized tests is reducing education to a training of children and youth so that they become effective in “answering the test”. In this way, life in schools worsens, as their work focuses on the training of the subjects of the tests (mainly mathematics and language), leaving the development of the arts, emotional education, citizen and ecological education, philosophy and the critical and creative teaching of the natural sciences in a second place.<\/p>\n\n\n\n

The definition of the standardized tests as the only and definitive test of the quality of education and life in schools distorts the true meaning of educating in diversity. They do not know the diversity of the students, their different social capital, their educational trajectories and their age identity, and homogenize education and the ways of organizing the schools and the curricula. They prevent educational communities from developing their own projects to respond to the profile and educational needs of their students. If they don’t get good results in the tests, students are exposed to stigmatization, to the discrediting of the teachers and to not being able to enjoy resources that are considered as a “prize” to those schools that achieve better results. Or to be identified as “schools at risk” and become the object of bureaucratic interventions rather than technical-pedagogical interventions, which ratifies social stigmatization. <\/p>\n\n\n\n

The contempt for an education that values diversity and identity (cultural, age, social, economic, ethnic, linguistic, gender) conditions is a global trend that is still preponderant and that impedes the development of an inclusive education, open to a diversity of methodologies , according to the learning needs of diverse students and willing to create their own community pedagogical solutions. The announcement that the “orthodox” standardized tests could, in the case of my country, also be applied to adult education must be resisted because it would be a great step backward in the process of developing training actions with adults who recognize : 1. The special cultural and social condition of the students who participate in it; 2.   Their diverse cultural capitals; 3.   Their particular ways of relating to knowledge and disciplines; 4.The need to have relevant academic and social curricula appropriate to the territorial and cultural contexts of the students, and; 5. The importance of using participatory and comprehensive qualitative ways of evaluating the academic and social learning of adults.<\/p>\n\n\n\n

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Jorge Osorio comenta sobre el art\u00edculo <\/strong>\u201cProducir un impacto m\u00e1s all\u00e1 de las evaluaciones: una educaci\u00f3n de adultos que marca la diferencia<\/strong>\u201d<\/strong><\/em><\/a><\/p>\n\n\n\n

Docente de la Escuela de Psicolog\u00eda de la Universidad de Valpara\u00edso, Chile<\/em><\/strong><\/p>\n\n\n\n

Gobiernos y agencias multilaterales condicionan sus pol\u00edticas educativas y sus concepciones de la educaci\u00f3n para enfrentar los desaf\u00edos de la sociedad actual a las l\u00f3gicas y resultados de las pruebas estandarizadas. Es un asunto de impacto global y es una manifestaci\u00f3n de la hegemon\u00eda de la gobernanza educacional de sello tecno-neoliberal. Se estima que las pruebas estandarizadas generan est\u00edmulos para el desarrollo de acciones eficientes en los pa\u00edses y que son una f\u00f3rmula para la rendici\u00f3n de cuentas p\u00fablicas de parte de los establecimientos educacionales. A\u00fan m\u00e1s: los resultados de estas pruebas deber\u00edan generar estrategias para el mejoramiento de los aprendizajes, lo que en la pr\u00e1ctica no se produce, pues la presi\u00f3n de las pruebas estandarizadas est\u00e1 reduciendo la ense\u00f1anza a un entrenamiento de los ni\u00f1os, ni\u00f1as y j\u00f3venes para que sean lo m\u00e1s efectivos en \u201cresponder la prueba\u201d. De esta manera, la vida en las escuelas se empobrece, pues su trabajo se focaliza en el entrenamiento de los temas de las pruebas (principalmente matem\u00e1ticas y lenguaje) dejando en un lugar secundario el desarrollo de las artes, la educaci\u00f3n emocional, la formaci\u00f3n ciudadana y ecol\u00f3gica la filosof\u00eda y la ense\u00f1anza cr\u00edtica y creativa de las ciencias naturales.<\/p>\n\n\n\n

La definici\u00f3n de las pruebas estandarizadas como el \u00fanico y definitoria prueba de calidad de la ense\u00f1anza y de la vida en las escuelas distorsionan el verdadero sentido del educar en la diversidad. Desconocen la diversidad de los y las estudiantes, su dispar capital social, sus trayectorias formativas y su identidad etaria y homogenizan la ense\u00f1anza y las formas de organizar las escuelas y los curriculum. Impiden que las comunidades educativas desarrollan proyectos propios para responder al perfil y las necesidades educativas de sus estudiantes. De no tener buenos resultados en las pruebas se exponen a la estigmatizaci\u00f3n, al descredito de los y las docentes y a no disfrutar de recursos que est\u00e1n destinados como \u201cpremio\u201d a aquellas escuelas que logren mejores resultados. O bien a ser identificadas como \u201cescuelas en riesgo\u201d y pasan a ser objeto de intervenciones burocr\u00e1ticas m\u00e1s que t\u00e9cnico-pedag\u00f3gicas, lo que ratifica la estigmatizaci\u00f3n social. <\/p>\n\n\n\n

El desprecio de una educaci\u00f3n que valore la diversidad y las condiciones identitarias (culturales, etarias, sociales, econ\u00f3micas, \u00e9tnicas, ling\u00fc\u00edsticas, de g\u00e9nero) es una tendencia global a\u00fan preponderante que impide el desarrollo de una educaci\u00f3n inclusiva, abierta a una diversidad de metodolog\u00edas, acorde a las necesidades de aprendizajes de estudiantes diversos y dispuestas a crear soluciones pedag\u00f3gicas comunitarias propias. El anuncio de que las pruebas estandarizadas \u201cortodoxas\u201d podr\u00edan, en el caso de mi pa\u00eds, aplicarse tambi\u00e9n a la modalidad de la educaci\u00f3n de personas adultas debe ser resistido pues ser\u00eda un gran retroceso en el proceso de desarrollar acciones formativas con personas adultas que reconozcan: 1. La especial condici\u00f3n cultural y social de los y las estudiantes que participan en ella; 2. Sus capitales culturales diversos; 3. Sus formas particulares de relacionarse con los saberes y las disciplinas; 4) La necesidad de tener curriculum acad\u00e9micos y sociales pertinentes y apropiadas a los contextos territoriales y culturales de los y las estudiantes, y; 5. La importancia de usar formas cualitativas participativas e integrales de evaluaci\u00f3n de los aprendizajes acad\u00e9micos y sociales de las personas adulta.<\/p>\n\n\n\n

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Links to the AED 85\/2018 publication in three languages: English<\/a>, French<\/a>, S<\/a>panish<\/a>
Estos son los links para acceder a la publicaci\u00f3n en tres idiomas: In<\/a>gl\u00e9s<\/a>, Franc\u00e9s<\/a>, Espa\u00f1ol<\/a>
Voici les liens vers la publication en trois langues: Anglais <\/a>, Fran\u00e7ais<\/a>, Espagnol<\/a><\/p>\n\n\n\n

Veuillez utiliser <\/strong><\/em>google translator<\/a><\/strong><\/em> pour traduire les articles qui ne sont pas en fran\u00e7ais<\/strong><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Jorge Osorio comments on the article “Impact beyond the tests: adult education that makes a real difference” El texto en espa\u00f1ol est\u00e1 abajo Professor at the School of Psychology of the University of Valparaiso, Chile Governments and multilateral agencies condition their educational<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[7],"tags":[],"_links":{"self":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/633"}],"collection":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=633"}],"version-history":[{"count":2,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/633\/revisions"}],"predecessor-version":[{"id":650,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/633\/revisions\/650"}],"wp:attachment":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=633"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=633"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=633"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}