As práticas avaliativas do professor na Educação Infantil

Abstract

The general objective of this study was to investigate the assessment practices of teachers in Early Childhood Education, observing how teachers view assessment in the educational space, their methodological processes, and the assessment instruments used in the classroom. To this end, we sought to answer the following research questions: How does the teacher assess children in remote learning? What methods are used? What are the difficulties in the distance assessment process? The methodology chosen for this investigation was conducting an interview, in a qualitative way, that is, with methods of analysis with the relevant context. The research had the contribution of two Early Childhood Education teachers from a public school in the municipal education network of the city of Itapipoca. This investigation was based on the contributions of Brasil (1998, 2010), Callai (2003), Carmo (2017), Carraher and Schliemann (1989), Faria and Besseler (2014), Gasparin (2005), Hoffmann (1996), Luckesi (1999, 2005, 2010), among others. After conducting the interviews, the data revealed that the teachers develop evaluative practices in Early Childhood Education based on the recording and monitoring of activities using different assessment instruments, which are indispensable in the daily routine of preschool, and whose actions promote satisfactory child development.