Contribuições da inteligência artificial na avaliação de crianças na educação infantil: uma proposta inovadora a partir da experiência na rede municipal de Fortaleza - CE

Abstract

Early Childhood Education has been evolving to consider the child as the protagonist in their learning process. In this approach, the focus is on their integral development, guiding towards an understanding of assessment based on the path through which learning experiences are processed. To promote this evaluative process, it is necessary to reflect on teaching practice and appropriate concepts and approaches that contribute to qualitative assessment. Consequently, the theoretical basis for the discussion of these aspects is found in the studies of Luckesi, Cronbach, and Hoffman, as well as, for the discussion about the conception of child and childhood, the authors used were Aries, Fröbel, and Montessori. Considering the advancement of technologies, notably the advent of Artificial Intelligence (AI), this research proposed to investigate how this resource can contribute to the assessment process of children in Early Childhood Education. To structure the theoretical framework on technologies, the investigations of Kenski and José Leônidas supported the discussion presented in this research. The objective was to explore how technologies, specifically AI, can assist teachers in constructing individual reports based on the compilation of Child Development and Learning Monitoring Records. The use of the Herby tool, which performs readings using QR Codes, can be a way to enhance data collection and analysis. In this way, the elaboration of individual reports will contain precise and specific information in monitoring the children's progress. The methodology employed was qualitative field research, with subjects being early childhood education teachers from the public school system in Fortaleza and the children enrolled in the institution where this research was conducted. This field phase aimed to identify difficulties during the child assessment process, as well as aspects related to the functioning of the instrument proposed in this work and the relationship of this process with teacher training. The collected data served to assist in the development of assessment form models. In the second stage of the fieldwork, the form models were tested using the Herby application. The study considers that technological tools, specifically AI, used in this research optimizes and enhances the evaluation process in early childhood education, becoming a possibility for modernization and efficient practicality in providing feedback on children's performance during the school year.