Resumo

VERA OLAVE, Karol Tatiana  e  MORA LOPEZ, John Mauricio. Ambivalent teaching practice as a resistance to the standardization of education. Educación [online]. 2022, vol.46, n.2, pp.355-370. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v46i2.47670.

Standardized evaluative practices are used in education to measure student competences. In this research, with the aim of investigating how the Saber 11 standardized test affects the teaching practice and subjectivities of secondary school teachers from two schools in Chía and Bogotá, a multiple case study was conducted through the application of semi-structured interviews with high school teachers who will guide subjects related to the areas evaluated in the Saber 11 tests and a review of documents at the institutional and national level. The data obtained were processed through deductive coding in the NVIVO software and were analyzed through a narrative analytical model using the hermeneutical conception of the interpretive paradigm. The results showed that there are ambivalent aspects in teaching practice, that is, they can be considered contrary and, nevertheless, are presented in the same context. In this sense, the following is presented: a direct relationship between teaching practices and the standard versus free teaching practices, teacher responsibility regarding the results of the Saber 11 tests, as well as no responsibility and, opposition to the standard and a critical attitude towards the demand of the same. Based on the foregoing, the concept of ambivalent teaching practice is proposed, which is defined as a resistance practice related to parrhesia and self-care that is part of teachers' reflection and judgment of education.

Palavras-chave : Ambivalent Teaching Practice; Standardized Tests; Subjectivity; Endurance; Self-Care; Saber 11.

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