Progress and challenges of national evaluation students’ performance in Guatemala

Abstract

One of the expressions of globalization in the field of formal education has been the reduction of educational quality to an expression of the results of school performance in the areas of mathematics and reading comprehension as basic codes of access to the neoliberal economic system. In Guatemala, this dynamic has not been the exception, putting at risk basic elements of citizen formation within the framework of a multicultural society and with a history that demands the recognition of differences. Despite the Peace Agreements, the globalizing model was imposed against the efforts of establishing a relevant and relevant education to Guatemalan society, imposing quality parameters that restrict the construction of multicultural citizenships. This article takes stock and examines quality policies and the evaluation of school performance in Guatemala.