A avaliação da aprendizagem na educação infantil: possibilidades e desafios

• Autor(a) principal: Duarte, Rosa Maria de Miranda
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/3381
• topic: avaliação da aprendizagem; documentação pedagógica; educação infantil; observação; registro.; learning assessment; pedagogical documentation; child education; observation; record; evaluación del aprendizaje; documentación pedagógica; educación infantil; observación; registro; CIENCIAS HUMANAS::EDUCACAO

This research analyzes the conceptions of evaluating the learning of teachers and managers of Early Childhood Education and the instruments used to carry out the evaluations (photos, videos, written records, portfolios, learning monitoring reports, etc.). The general objective of the research was to understand how the process of evaluating children's learning occurs in an Early Childhood Education unit, with the investigation universe being a Municipal Early Childhood Education Center in the South Zone of the city of São Paulo. The specific objectives were to analyze the evaluation concepts of Early Childhood Education teachers and managers and identify which instruments are used by teachers in monitoring learning. The research questions were as follows: How is children's learning assessed at CEMEI? Is it possible to observe, in the Learning Monitoring Reports (RAAs), the child's learning trajectory in Early Childhood Education, their potential, through their different forms of expression? The research hypothesis is that there is still a lack of understanding on how to carry out an assessment that is in accordance with current conceptions of children, which see them as subjects of rights, competent, capable of building theories and culture based on the relationships they establish with the world. Methodologically, based on the theme of evaluation, a bibliographical survey of academic production in scientific databases was carried out; official national and municipal documents that regulate education, and school documents: Political-Pedagogical Project, minutes of the teachers' Collective Schedule, Letters of Intent from all groups within the school unit and RAAs of the teachers participating in the research. Additionally, semi-structured interviews were carried out with the teachers and the coordinator of this unit, in order to collect information about the assessment instruments they use and their conceptions about assessment. The research adopted studies and research on Childhood Pedagogy and Participatory Pedagogies as its theoretical framework. The research results demonstrate that there are still difficulties in understanding assessment from a mediating and formative perspective, considering contemporary conceptions of children and childhood. Therefore, the evaluation cannot reveal the richness of children's experiences in the daily life of Early Childhood Education, nor the teachers' reflections on pedagogical work. The factors that were revealed in the research as possible obstacles to the qualification of practices are the number of children per class, the lack of time to prepare records and the weaknesses in the initial and continuing training of teachers.