Inequality in the development of indigenous schools. Inflections to wards another education

Authors

DOI:

https://doi.org/10.17058/rea.v28i1.13667

Keywords:

Curriculum, Evaluation process, EJA, Formative evaluation.

Abstract

Youth and Adult Education require a curriculum and differentiated evaluation practices. In line with this idea, this article aims to analyze the approximations between the evaluation process and the curriculum prescribed and lived in the first stage of this area, in a public school in Distrito Federal and its relevance to the current documents at the State Department of Education of the Distrito Federal – SEEDF. The research consisted on the observations and interventions in the classroom, within an actionresearch perspective. The study revealed approximations and distances between the prescribed curriculum and the lived one, which brings important reflections for all that deal with this modality.

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Author Biography

  • Martha Josefina Franco García, Universidad Pedagógica Nacional Unidad 211 Puebla
    Doctora en Pedagogía por la Universidad Nacional Autónoma de México. Coordinadora de la Maestría en Lenguas y Culturas Indoamericanas en la Universidad Pedagógica Nacional 211 Puebla. Pertenece al Sistema Nacional de Investigadores Nivel 1 del CONACYT y es miembro del Consejo Mexicano de Investigación Educativa y de Alternativas Pedagógicas y Prospectivas en América Latina.

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Published

2020-01-05

Issue

Vol. 28 No. 1 (2020)

Section

Artigos do Fluxo

License

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How to Cite

Inequality in the development of indigenous schools. Inflections to wards another education. (2020). Reflexão E Ação, 28(1), 05-20. https://doi.org/10.17058/rea.v28i1.13667