Avaliação na Educação Infantil: do escrito ao vivido no município de Pindoretama-CE

Abstract

This research investigates the evaluation process, focusing on Early Childhood Education, recognizing the particularities of this phase, which differs substantially from the other stages of Basic Education. The interest in addressing this topic lies in the perception that the process of evaluating children at this stage of development is not adequately clarified. We therefore seek to make this process more transparent, based on studies by Hoffmann (2012, 2014, 2019), Luckesi (2005, 2011) and Ciasca (2009), which address school assessment, as well as the contributions of Formosinho and Oliveira- Formosinho (2013), dedicated to studies on Early Childhood Education and its development process. Our objective, therefore, is to analyze the conduct of the children's assessment process carried out by Early Childhood Education teachers in the municipal public network of Pindoretama, Ceará. and as specific objectives we focused on understanding the teachers' conceptions about the assessment process in Early Childhood Education; reflect on the evaluation practices used by teachers to evaluate children in Early Childhood ducation; relate the assessment procedures that contribute to the children's teaching-learning process. To achieve these objectives, we intend to answer the following research questions: What conceptions do teachers from the municipal public network of Pindoretama/CE have about the evaluation process in early childhood education? What are your assessment practices like and what pedagogical guidelines do you try to follow to achieve them? What relationships do teachers establish between assessment and the children's teaching-learning process? The research adopts a qualitative approach, using semi-structured interviews and analysis of teachers' reports to construct and analyze data, based on the methods proposed by Bardin (1977), Minayo (2021) and Queiroz (1991). The participants were 6 (six) teachers, one representative from each municipal institution that exclusively offers Early Childhood Education from two to five years old was selected. For the analysis, three categories were chosen: Assessment conception, assessment practices and relationship between the assessment process and classroom experiences, from which six subcategories were derived: What is understood about assessment in Early Childhood Education, difficulties in assessing children; how children are assessed, insights into assessment practices guided by SMEJ; alignment of assessment procedures with monitoring of children's integral development and replanning of actions based on assessment observations. The results indicate very similar conceptions of assessment in early childhood education, based on observation as a principle for the integral development of children. Regarding assessment practices, we found that there is still significant teacher-centeredness, despite efforts to meet children's needs. Regarding the relationship between assessment and teaching-learning, there is an emphasis on flexible planning, which takes into account the uniqueness of children.