A documentação pedagógica como elemento de reflexão para a prática avaliativa na educação infantil

Abstract

This article aims to discuss the theoretical bases from the intrinsic relationship between the pedagogical documentation and evaluation in kindergarten guided towards the development process and the child’s learning. This approach enables reflect and discuss with other teachers, with families and children, what has been observed and recorded, as well as allowing a link to the planning of future propositions from what we call pedagogical praxis. Thus, teachers can use assessment data to make decisions about projects and didactic sequences for the children, noting that the data collection is just one step in the evaluation process, and after that teachers should systematize these records, the allow a permanent reflection on the development process and the child’s learning. These records, which are converted into pedagogical documentation from the intentionality that is deposited in them, can take different forms: individual descriptive reports and group portfolios, photos, filming their own productions of children (drawings, paintings, sculptures, models, among others), record speeches and questions. Are the ways by which it records what the kids are saying and doing, is the production of children, is also a way to see how the teacher relates to them and to your teaching.