Procedural evaluation, the challenge of the New Mexican School

Abstract

The teacher is a fundamental element for the implementation of the New Mexican School curriculum. The present state of the art has the objective of describing the pedagogical practices generated within the evaluation process that this new educational policy is fostering. The analysis of the documentary review was classified into two groups: the first one is in the interpretive-constructivist paradigm, because it has greater predominance in the curriculum and in the general standards of evaluation, accreditation and promotion currently in force; the second one is in the historical-critical evaluative paradigm, and was created by considering the sociocritical approach of the study plan. The research design for both groups was an exhaustive and orderly review using search engines such as Google Scholar, Dialnet, Redalyc and SciELO. In the first group, the descriptor used was “formative evaluation”, a term that appears in the curriculum to define the evaluation of the processes. For the analysis of the second group, the search terms used were “evaluative practices or evaluation with a socio-critical approach or critical perspective”. Among the results of the first group, the importance of formative evaluation to monitor and improve learning is highlighted, as well as reflective, systematic, organizational and feedback evaluation practices. From the second group, it is noted that the evaluation is given in a very traditional way and is far from the essence of critical pedagogy.