Acompanhamento para a aprendizagem do nome próprio na educação infantil:uma estratégia de avaliação na rede municipal de Fortaleza

Abstract

Evaluation in the context of Early Childhood Education is a theme that proposes debates that now strengthen the impact on evaluation in all Basic Education, and consolidate the specificities of this stage and the need for a differentiated character on the evaluation processes in Early Childhood Education. The name itself constitutes an apprenticeship that is usually carried out during the Early Childhood Education, being quite explored in the first years of life, whether in the school environment or not. With this, we aim to foster reflections about the evaluation in the Infant Education from a discussion about the right of the child to know and learn his own name encompassing the different dimensions of this process as identity, expression and writing. In order to do this, we sought to know the teachers’ perceptions about the accompaniment to the learning of the proper name in the classes of Early Childhood Education of said Municipal Network of Fortaleza from an exploratory study considering all the groupings of this stage. We base our reflections on the evaluation of learning (DIDONET, 2014) and as a process to follow the trajectory of children’s school life (HOFMANN, 2014); Acquisition of written language (Vygotsky, 1989 and Tebertosky, 1993). We verified that the implementation of this monitoring favors the attention of the teachers on the individual learning needs of each child, also understood as collaborator in the evaluation of the teaching practiceitself. We conclude that the accompaniment to learning through the instrumental record fosters the mobilization to look at the evaluation process in Early Childhood Education, emphasizing this learning beyond the graphic representation of the proper name, but also in the understanding of the child as a subject of rights, which Builds its identity and has peculiar forms of expression.