Avaliação da aprendizagem na transição da educação infantil para o ensino fundamental: concepções de professoras de uma Escola Municipal de Fortaleza

Abstract

The learning of verbal language is a challenge for teachers in the last grade of kindergarten and 1st year of the elementary school and the evaluation of learning, inherent in the teaching process, forms the central pillar of teacher action with planning, forming a form of orientation of the interventions with the students. This work presents the evaluation conceptions of four teachers from a school in Fortaleza, two from the last grade of kindergarten and two from the first year of Elementary School. This is the fragment of a master’s research entitled “The pedagogical work with reading in Early Childhood Education and Fundamental Education: investigations on teaching and evaluation”. The theoretical contribution was made by Brandão and Leal (2011), Hoffmann (2001, 2012), Luckesi (2008), Zabala (1998). The research was of the descriptive type, with qualitative data collected in the field by means of the semistructured interview technique supported in a specific script. The findings were analyzed using the Content Analysis methodology (BARDIN, 2011). The evaluation for the teachers investigated constitutes continuous action taking place in the varied interactions of the children with the objects of knowledge. The influence of external evaluations on pedagogical practice was evident, making it clear that the assessment of reading needs to be inherent to the teaching activity, without causing problems for the teachers, nor traumas for the children.