Formative experiences in high-school. Between control and innovation in evaluative processes

  • Martha Ardiles Universidad Nacional de Cordoba

Keywords:

high school, school experiences, evaluation, students, teachers

Abstract

The research presented herein about the formative experiences lived by students and teachers in school gets back to the analysis of an extract related to evaluative actions. We conducted in-depth interviews to students and teachers of a pre-university school in order to figure out the characteristics that evaluative experiences assume in the school, and to study which the logics of action are in relation to the evaluative processes. The analysis of the interviews shows us the marks that the evaluation leaves on the students and the logics which organize the actions of the teachers. Finally we reflect on the emerging, residual and current practices in order to relate them to other formative experiences in the school and to analyze the inequalities in high school and in the educational system.

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Author Biography

Martha Ardiles, Universidad Nacional de Cordoba

Profesora y Licenciada en Ciencias de la Educación. Magíster en Ciencias Sociales.U.N.C. Diplomada en Cs. Sociales con Mención en Currículum. FLACSO (Costa Rica). Jefa del Equipo Técnico Pedagógico de la Escuela Superior de Comercio Manuel Belgrano de la U.N.C. Profesora Adjunta a cargo de Didáctica.

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How to Cite

Ardiles, M. (2014). Formative experiences in high-school. Between control and innovation in evaluative processes. Praxis Educativa, 18(1), 42–49. Retrieved from https://cerac.unlpam.edu.ar/index.php/praxis/article/view/887

Issue

Vol. 18 No. 1 (2014): enero-julio

Section

Artículos

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