O desafio de avaliar na educação infantil: reflexões sobre a prática

Abstract

This article aims to present and discuss concepts and practices of assessment in Brazilian Early Childhood Education and is linked to a research dissertation, which aimed to contribute with the promotion of quality in Early Childhood Education. The article is about a qualitative research work, using the multiple case studies method, undertaken in six public institutions of the city of Fortaleza-Ceará. The theoretical perspective treats the assessment as a continuous process of monitoring the child development and learning and its primary focus is to provide reflections on the teaching practice, according to Hoffmann (2012), among others. The data analysis showed that the role of the assessments play in the teachers’ practices is at times compatible with the ideas announced on documents that normalize and guide the Children Education, such as assess in order to know the child and replan or evaluate their own work, and at times contradictory, such as assess following predetermined points or even assess with classificatory purposes. Some of the conceptions found are worrying, while others show advances in the understandment about assessment as a necessary tool to establishing meaning everyday practices to children. In this sense, it is proposed a reflection on practices of assessment nowadays, with the purpose of identifying their limitations and progress, broadening the search for quality provided to Early Childhood Education in public schools.