Perceptions of urban and rural high school graduates in the province of Azuay against the Cognitive Evaluation Instrument (ENES) for the entrance to the Public University.

The research project aims to investigate the perceptions that urban and rural high schools in the province of Azuay have in front of the evaluation process established nationwide to enter the public university. In this context, the project aspires to assess the relevance of the cognitive evaluation instrument, (ENES), for the entrance to the public university from a perspective of rights, diversity and interculturality; Assuming the provisions of article 27 of the Constitution of the Republic in which among other aspects, it is affirmed that education will focus on the human being and guarantee its holistic development. For this purpose, discourses are raised first to analyze the instrument of cognitive evaluation and secondly, evaluate the relevance of the cognitive evaluation instrument, in both cases from the Bernstein's code and discourse theory from an intercultural and rights perspective and rights positioning ourselves in the ecological and critical. It is expected to get a baseline with respect to the perceptions that Bachilleres have in front of the ENES. Information that is essential to prepare an evaluation proposal for the entrance to the university within the framework of a holistic approach to education, in which the human being is assumed as a multidimensional being. Quali-quantitative research instruments will be applied to determine the perceptions of urban and rural high school graduates in the province of Azuay. Therefore, the investigation will have an exploratory, analytical, descriptive approach.

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