Positivist Hegemony in Evaluation within a Constructivist Curriculum Design
DOI:
https://doi.org/10.62701/revedutech.v9.5425Keywords:
Educational evaluation, Positivism, Constructivist curriculum, Holistic development, Meaningful learningAbstract
The study examines the hegemony of positivist evaluation in a constructivist university curriculum, revealing tensions between standardized practices and the objectives of meaningful learning. Based on a netnographic methodology, the opinions of 14 teachers in a virtual community were analyzed. The results highlight the negative impact of these evaluations on student motivation, critical thinking, and autonomy, as well as cultural and institutional barriers that hinder the transition to qualitative approaches. However, the teachers propose strategies such as continuous training and flexible policies to align evaluative practices with constructivist principles, promoting comprehensive and equitable learning.
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