<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722023000200098</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2023.40.1547</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Calificar o evaluar? Dos procesos que se confunden y pervierten el acto educativo]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pontuar ou avaliar? Dois processos se confundem e pervertem o ato educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[To assess or to grade? Two processes that confuse and pervert the educational act]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Barriga]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Instituto de Investigaciones sobre la Universidad y la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>40</numero>
<fpage>98</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722023000200098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722023000200098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722023000200098&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo el autor explora los conceptos de calificación y evaluación, y en particular cómo la calificación ha pervertido los procesos en la adquisición de aprendizaje en los estudiantes, ante la necesidad de gestionar el trabajo que realiza la escuela de manera diferente. Así, dichos procesos quedan reducidos a lo cuantificable y a trámites administrativos para marcar una diferencia entre quien obtiene o no buenas calificaciones. El autor hace un recorrido a partir de la aparición de la didáctica como disciplina, en el siglo XVI, para analizar en tres relevantes obras en la materia, el papel que entonces se otorgaba al examen y cómo a lo largo del tiempo se dejó de considerar al examen como espacio para la reflexión para verlo como un medio para medir cuánto se sabe. Se desarrolla un análisis en el que se reflexiona acerca de la asignación de una calificación al estudiante y cómo esta afecta o beneficia su formación educativa. La diferencia entre calificar y evaluar no es un problema que pueda resolver la didáctica. Analizar este aspecto abre muchos retos para la transformación de la educación; el autor plantea que la didáctica puede ayudar a restablecer las condiciones de trabajo dentro del aula, que la construcción de procesos de formación y de aprendizaje, tarea sustantiva de la educación se puedan revalorizar y potencializar. No se deben confundir los medios administrativos y de gestión con la finalidad de la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, o autor explora os conceitos de pontuação e avaliação e, em particular, como a pontuação tem corrompido os processos na aquisição da aprendizagem, dada a necessidade de gerir o trabalho realizado pela escola de forma diferente. Assim, esses processos são reduzidos ao quantificável e a tramites administrativos para marcar uma diferença entre quem obtém ou não boas notas. O autor resgata o surgimento da didática como disciplina, no século XVI, para analisar em três trabalhos relevantes sobre o tema, o papel que foi então dado ao exame e como ao longo do tempo o exame deixou de ser considerado como um espaço de reflexão para vê-lo como um meio de medir o quanto se sabe. Desenvolve-se uma análise na qual refletimos sobre a atribuição de uma nota ao aluno e como isso afeta ou beneficia sua formação educacional. A diferença entre pontuar e avaliar não é um problema que a didática possa resolver. Analisar esse aspecto abre muitos desafios para a transformação da educação; O autor afirma que a didática pode ajudar a restaurar as condições de trabalho dentro da sala de aula, que a construção de processos de formação e aprendizagem, tarefa substantiva da educação, pode ser revalorizada e potencializada. Os meios administrativos e gerenciais não devem ser confundidos com a finalidade da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article the author explores the concepts of assessing and grading, and specifically how grading has perverted the processes in the acquisition of learning in students, given the need to manage the work done by the school in a different way. As a result, these processes are reduced to mere quantifiable statistics and administrative procedures to make a difference between those who obtain good marks and those who do not. The author retraces the history of grading as from the emergence of didactics as a discipline in the sixteenth century and analyzes in three relevant works on this subject, the role given to the examination and how, over time, this examination was no longer considered as a space for reflection but as a means by which to determine how much one knows. The author develops a reflection on the assignation of a grade to the student and how this affects or favors his or her educational training. According to the author, the difference between assessing and grading is not a problem that can be solved by the didactics itself, but the analysis of this aspect opens many challenges for the transformation of education; consequently, the author suggests that didactics can help to reestablish working conditions in the classroom, so that the construction of training and learning processes, the substantive task of education, can be revalorized and potentiated. Administrative and managerial methods should not be confused with the purpose of education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[examen]]></kwd>
<kwd lng="es"><![CDATA[calificación]]></kwd>
<kwd lng="es"><![CDATA[finalidad de la educación]]></kwd>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[exame]]></kwd>
<kwd lng="pt"><![CDATA[nota]]></kwd>
<kwd lng="pt"><![CDATA[finalidade da educação]]></kwd>
<kwd lng="en"><![CDATA[grading]]></kwd>
<kwd lng="en"><![CDATA[didactics]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[examination]]></kwd>
<kwd lng="en"><![CDATA[rating]]></kwd>
<kwd lng="en"><![CDATA[purpose of education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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