<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000300732</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-3.40</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Contribución de la evaluación educativa para la formación democrática y transformadora de estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Contribution of the educational evaluation for the democratic and transformative formation of the student]]></article-title>
<article-title xml:lang="pt"><![CDATA[Contribuição da avaliação educacional para a formação democrática e transformadora de estudantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ríos-Muñoz]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Araya]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Santiago de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>732</fpage>
<lpage>746</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000300732&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000300732&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000300732&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Propósito.  En este artículo se analiza la evaluación educativa como un campo de conocimiento teórico-práctico para la formación democrática y transformadora del estudiantado.  Discusión.  La discusión sobre la evaluación educativa se focaliza en la crítica a los enfoques positivistas-tecnológicos que limitan la complejidad valorativa de los procesos de aprendizaje. Asimismo, se han relevado enfoques de evaluación para los aprendizajes como una forma de cuestionar y reinterpretar la teoría y práctica evaluativa positivista. Sin embargo, el debate ha marginado el rol de la evaluación en su dimensión ética-política para la construcción de sujetos democráticos. El argumento central sostiene que una evaluación transformadora y con un enfoque sociocultural-democrático posibilita la formación de sujetos participativos, comprometidos y reflexivos.  Conclusiones.  Se concluye con la importancia de resignificar la evaluación como una práctica no solo preocupada por la valoración de los aprendizajes, sino que también orientada a la formación de aspectos valóricos, actitudinales, éticos y democráticos, con la finalidad de contribuir a la construcción de un estudiantado consciente de sí mismo, de las otras personas y de su rol en la sociedad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Purpose.  In this article, educational evaluation is analyzed as a theoretical-practical field of knowledge for the democratic and transformative formation of students.  Discussion.  The discussion on educational evaluation focuses on criticism of positivist-technological approaches limited to the value complexity of learning processes. Likewise, they have relieved evaluation approaches for learning as a way to question and reinterpret positivist evaluative theory and practice. However, the debate has marginalized the role of evaluation in its ethical-political dimension for the construction of democratic subjects. The central argument argues that a transformative evaluation with a sociocultural and democratic approach enables the formation of participatory, committed, and reflective subjects.  Conclusions.  It concludes with the importance of re-signifying the evaluation as a practice not only concerned with the valuation of learning but also oriented to the formation of aspects in terms of values and attitudinal, ethical, and democratic aspects, in order to contribute to the construction of students aware of themselves, of others, and their role in society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Finalidade.  Neste artigo, a avaliação educacional é analisada como um campo de conhecimento teórico-prático para a formação democrática e transformadora dos estudantes.  Discussão.  A discussão sobre avaliação educacional concentra-se na crítica de abordagens positivistas-tecnológicas limitadas à complexidade do valor dos processos de aprendizagem. Da mesma forma, foi revelado abordagens de avaliação da aprendizagem como uma maneira de questionar e reinterpretar a teoria e a prática avaliativas positivistas. No entanto, o debate marginalizou o papel da avaliação em sua dimensão ético-política para a construção de sujeitos democráticos. O argumento central afirma que uma avaliação transformadora e com uma abordagem sociocultural-democrática permite a formação de sujeitos participativos, comprometidos e reflexivos.  Conclusões.  É afirmada a importância de ressignificar a avaliação como prática, não apenas preocupada com o valor da aprendizagem, mas também orientada para a formação de valores, atitudes éticas e democráticas, a fim de contribuir para a construção de estudantes consciente de si mesmo, das demais pessoas e de seu papel na sociedade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[evaluación transformadora]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[evaluación para los aprendizajes]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment]]></kwd>
<kwd lng="en"><![CDATA[transformative assessment]]></kwd>
<kwd lng="en"><![CDATA[formative assessment]]></kwd>
<kwd lng="en"><![CDATA[assessment for learning]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação educacional]]></kwd>
<kwd lng="pt"><![CDATA[avaliação transformadora]]></kwd>
<kwd lng="pt"><![CDATA[avaliação formativa]]></kwd>
<kwd lng="pt"><![CDATA[avaliação para aprendizagem]]></kwd>
</kwd-group>
</article-meta>
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