Policies, Scopes and Tensions in the Process of Institutional Evaluation of Barranquilla's Public Schools, An Educational Agenda

Abstract

This research addressed the understanding of the policies, scopes and tensions in the process of institutional evaluation of public schools in Barranquilla, generating from this exercise, the construction of an educational policy agenda, with a view to strengthening and resignifying school management, as a key reference, in educational quality processes. Methodologically, the article illustrates Action Research; which implies, starting from a process of problematization with the educational communities of the City of Barranquilla (Colombia), focusing the fieldwork with the targeted actors; This led to the conclusion that based on their voices and the emergence of new conceptualizations of institutional evaluation, it was possible to provide feedback to local and national public policies, proposing an agenda of issues for their transformation.