Abstract

ABARCA ARAYA, Steven. Conception of human being in educational policy and regulations assessment of learning. A view from the theory of habermas. Rev. Actual. Investig. Educ [online]. 2016, vol.16, n.1, pp.357-382. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v16i1.21925.

The paper aims to analyze if there is a correspondence between the conception of the human being that is promoted through Educational Policy Towards the XXI Century and Regulations Assessment of a Learning that permeate the Costa Rican Educational System. Clearly, any education system and curriculum should all from a conception of human being to be formed and world in wich said human being should develop, is why it is necessary, from de theory of cognitive interests of Habermas analyze whether there is a correspondence between these two documents. Among the main findings of the analysis it was evident that there are discrepancies between the Educational Policy and Regulation of Evaluation of Learning about the type of human being who wants to be, for Educational Policy is consistent with the practical interest proposed by Habermas, while Regulation of Evaluation of Learning with technical interest. This leads to the conclusion that there is no consistency in the conception of man and of the world that are promoted from these documents, wich shows that despite efforts in Educational Policy, for being active more autonomous and construction people their own knowledge, Regulation of Evaluation of Learning still adheres to tradicional education that forms citizens to hold legitimize and reproduce the interests of the ruling class, creating obedient and docile workers.

Keywords : Critical Theory; Hermeneutics; Education Policy; Ideology; Regulation of Learning Assessment; Habermas.

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