Abstract
espanolResumen La educacion es un derecho universal. Los Estados deben garantizar para sus ciudadanos una educacion de calidad para todos sin diferencia de sexo, raza, condicion social, cultural, entre otros. Desde la educacion, particularmente desde la educacion formal, se deben generar espacios que contribuyan a este ideal de reducir las brechas y posibilitar la inclusion de todos los individuos. La evaluacion se constituye en un elemento curricular que, segun la vision de quienes la organizan, puede servir para este fin o para excluir. De hecho, los resultados de las pruebas estandarizadas para la medicion del exito escolar son un escenario riesgoso desde el punto de vista del proceso de homogeneizacion o exclusion de la diversidad y pluralidad del ser humano. Por ello, este articulo presenta una reflexion sobre la situacion internacional y nacional de Colombia alrededor de las pruebas estandarizadas desde una perspectiva inclusiva. Se realiza una revision de literatura en la que se puntualiza la relacion entre los resultados de las pruebas estandarizadas ante la calidad de la educacion educativa y, finalmente, se presentan recomendaciones y futuras orientaciones sobre la toma de decisiones e implementacion de politicas. EnglishAbstract Education is a universal right. States must guarantee for their citizens a quality education for all without difference of gender, race, social or cultural condition, among others. From education, particularly from formal education, spaces must be created that contribute to this ideal of reducing gaps and making the inclusion of all individuals possible. The evaluation constitutes a curricular element that, according to the vision of those who organize it, can serve this purpose or to exclude. In fact, the results of standardized tests for measuring school success are a risky scenario in terms of the process of homogenization and / or exclusion of the diversity and plurality of the human being. Therefore, this article presents a reflection on the international and national situation in Colombia around standardized tests from an inclusive perspective. A literature review is carried out, pointing out the relationship between the results of standardized tests with regard to the quality of educational education, and finally, recommendations and future guidelines on decision-making and policy implementation are presented.
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