EVALUATION AND ATTENTION TO DIVERSITY IN RURAL SCHOOLS: THE EMER PROGRAM IN ARGENTINA
Educational policies have historically sustained a strong and decisive presence of standardized forms of evaluation that had, among other characteristics, decontextualization and lack of adaptation to particularized pedagogical processes of the subjects.
These practices in rural contexts have meant mechanisms of inequality on students' journeys, fulfilling a function of assigning and distinguishing evaluations at the individual level, and in many cases generating stereotypes of these.
In this sense, the following article seeks to describe and give some indications of analysis about the attention to sociocultural diversity through forms of evaluation during the 1980s in Argentina, focusing on the Education Program for the Improvement of Rural Education (EMER).
