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Repensando la educación. Trayectoria y futuro de los sistemas educativos modernos
| Content Provider | Semantic Scholar |
|---|---|
| Author | Piquer, Marc Pallarés Bartoll, Óscar Chiva Ribera, Jordi Planella Martín, Ramón López |
| Copyright Year | 2019 |
| Abstract | espanolResumen: Este articulo tiene por objetivo reflexionar sobre la doble condicion de las reformas educativas requeridas en las sociedades avanzadas: como elemento de conocimiento politico-sociologico y como accion reguladora social. A nivel metodologico se plantea una hermeneutica de las principales representaciones del cambio educativo, y se subraya que las reformas no deben subordinarse solo a las necesidades sociologicas del momento. En esta linea, se exponen las demandas de cambio acaecidas a partir de PISA, asi como las criticas que este modelo de evaluacion ha recibido. Los principales resultados de los estudios internacionales analizados indican que comparar sistemas educativos y alumnado a partir de PISA no permite aseverar que los mismos vinculos “causa-efecto” sean generalizables a todos los paises. En conclusion, se insiste, por una parte, en la necesidad de atender al contexto social que ha de acoger cada reforma educativa y, por otra, en la necesidad de actuar en todos los ambitos del sistema. EnglishAbstract: The purpose of this article is to reflect on the dual nature of educational reforms required by advanced societies: as an element of political-sociological knowledge, and as a social regulatory action. On the methodological level, the paper proposes a hermeneutic reading of the primary representations of educational change, and underscores that reforms should not be subordinated solely to the sociological needs of the moment. Accordingly, it identifies demands for change that emerged with PISA, as well as the critiques that this assessment model has received. The main results of the international studies analyzed show that comparison of educational systems and students based on PISA fails to prove that the same cause-and-effect relations can be generalized to all countries. In conclusion, it is found to be important, first, to address the social context in which each educational reform will be applied, and second, to act in all spheres of the system. |
| Starting Page | 143 |
| Ending Page | 157 |
| Page Count | 15 |
| File Format | PDF HTM / HTML |
| Volume Number | 41 |
| Alternate Webpage(s) | http://www.scielo.org.mx/pdf/peredu/v41n163/0185-2698-peredu-41-163-143.pdf |
| Alternate Webpage(s) | http://www.iisue.unam.mx/perfiles/download.php?clave=2019-163-123-137&tipo=pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
