<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</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>S0185-26982022000300168</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2022.177.60546</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perspectiva decolonial de la evaluación escolar en contexto de diversidad social y cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[Decolonial Perspective of School Evaluation in the Context of Social and Cultural Diversity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blanco Figueredo]]></surname>
<given-names><![CDATA[Lázaro Liusvanys]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias Ortega]]></surname>
<given-names><![CDATA[Katerin Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco Facultad de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<numero>177</numero>
<fpage>168</fpage>
<lpage>182</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982022000300168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982022000300168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982022000300168&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo discute argumentos alternativos sobre la evaluación escolar en contexto de diversidad social y cultural, desde una perspectiva decolonial, como una forma de contrarrestar la concepción occidental de evaluación escolar en contextos indígenas e interculturales. Las preguntas que guían esta discusión tienen relación con identificar cuáles son los requerimientos metodológicos del proceso de evaluación escolar en contexto de diversidad social y cultural; y cuáles son las potencialidades metodológicas de la evaluación dialógica para la formación de personas en contexto de diversidad social y cultural. El artículo está fundamentado en un análisis de contenido de literatura académica de perspectiva intercultural referente a la evaluación escolar. La información recopilada y sistematizada se analiza con base en los referentes epistemológico, pedagógico y psicológico. Los principales resultados muestran la urgencia de sistematizar la comunicación dialógica como opción didáctica en los procesos de evaluación escolar en contexto de diversidad social y cultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article discusses alternative arguments about school evaluation in the context of social and cultural diversity from a decolonial perspective, as a way to counteract the Western conception of school evaluation in indigenous and intercultural contexts. The questions that guide this discussion are related to identifying the methodological requirements of the school evaluation process in the context of social and cultural diversity, and the methodological potentialities of dialogical evaluation for the formation of people in the context of social and cultural diversity. To achieve this, we used a qualitative methodology, based on a content analysis of academic literature from an intercultural perspective regarding school evaluation. The information collected and systematized is analyzed based on epistemological, pedagogical, and psychological references. The main results show the urgency of systematizing dialogic communication as a didactic option in school evaluation processes in the context of social and cultural diversity.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Decolonialidad]]></kwd>
<kwd lng="es"><![CDATA[Evaluación escolar]]></kwd>
<kwd lng="es"><![CDATA[Diversidad social y cultural]]></kwd>
<kwd lng="es"><![CDATA[Evaluación dialógica]]></kwd>
<kwd lng="es"><![CDATA[Contexto indígena]]></kwd>
<kwd lng="es"><![CDATA[Comunicación oral]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality School assessment]]></kwd>
<kwd lng="en"><![CDATA[Social and cultural diversity]]></kwd>
<kwd lng="en"><![CDATA[Dialogical evaluation]]></kwd>
<kwd lng="en"><![CDATA[Indigenous context Oral communication]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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