Del habitus al interaprendizaje: etnografía institucional de la autonomía evaluativa en educación primaria en Moquegua, Perú
Palavras-chave:
evaluación formativa, autonomía relacional, etnografía institucional, interaprendizaje evaluativo, educación primaria, habitus pedagógico, MoqueguaResumo
La evaluación formativa, consagrada en el Currículo Nacional de Educación Básica y regulada por la RVM 094-2020-MINEDU, ha sido ampliamente prescrita en las aulas primarias peruanas; sin embargo, persiste una brecha estructural entre su mandato normativo y las prácticas cotidianas de calificación. El presente estudio empleó etnografía institucional —con elementos de estudio de caso instrumental— para examinar cómo docentes y estudiantes de 4.O y 5.O grado de primaria, de cuatro instituciones educativas públicas de Moquegua, experimentan el tránsito entre evaluación heterónoma y autonomía relacional. La muestra, constituida por 18 participantes, se seleccionó mediante muestreo teórico de máxima variación. La recolección de datos integró 120 horas de observación participante, entrevistas semiestructuradas en profundidad y análisis de documentos institucionales, incluyendo las Guías Metodológicas de la DRE Moquegua 2024–2025. El análisis siguió el protocolo de codificación abierta, axial y selectiva, generando 147 códigos iniciales agrupados en cuatro categorías principales: habitus evaluativo docente, falacia de la autonomía, praxis de interaprendizaje y conciencia evaluativa. La categoría central emergente, interaprendizaje evaluativo como resignificación del criterio, revela que la autonomía no opera como internalización individual del criterio sino como externalización relacional del error en contextos de alta interdependencia cultural. La saturación teórica se alcanzó en el séptimo docente y el octavo estudiante. Los hallazgos sugieren que la coevaluación mediada por criterios explícitos constituye condición necesaria para la autorregulación en contextos colectivistas andinos, desafiando supuestos canónicos de la teoría del aprendizaje autorregulado.
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Direitos de Autor (c) 2026 Latin American Journal of Humanities and Educational Divergences
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
