Relatório descritivo na educação infantil: impasses e proposições em uma escola municipal de educação infantil de São Paulo

• Autor(a) principal: Fernandes, Marisa Pinheiro de Oliveira
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/20779
• topic: Educação pré-escolar - Avaliação; Educação de crianças; Avaliação educacional; Education, Preschool - Evaluation; Early childhood education; Education - Evaluation; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study was conducted in a early childhood school from the São Paulo city Educational Network. This paper aims to analyse the elements that createn difficulties to execute avaliation according to regulation (Orientação Normativa nº 01/2013), which set pattern to all the early childhood educations institutions for the avaliation procedure of children from 0 to 5 years. Based on this regulations, the avaliation will be executed by sistematization of children’s experiences registers. At the end of semester, these files will be summarized in reports, which will follow the children all the way long the education fasses.This study has as methological reference the educational qualitative aproach of Lüdke e André(1998), Gatti(2012) and Franco(2012), from which data were collected and analysed in the last four years on questionnaires, structured interviews, focal groups to early school teachers and documental analysis. In order to value all the investigation path, the option was to show all the problems related in the development of methodological procedures, no cuts neither text selection, keeping the mistakes arquives and the corrections. The theoretical background of this paper is based on studies conducted by the researchers Hoffmann (2011), Hadji (2001), Perrenoud (1999) and Zabalza (1998). Acording to these authors, the avaliation is considered crucial part of the teaching plan, because it allows to point out the needs, development and interests of the children and turn them targets in the educatinal task. Findings indicate that the problem is composed of three dimensions: Organizational, Operational, Affective/Relational and The Teacher’s Concepts We believe they are elements that create barriers to execute avaliation, according to education system’s rules. Based on our results, proposals are offered with the expectation of getting a avaliation tool, which allows that the childish develpment can be increased. This includes changes in the forms, so that the descriptive reports turn continued reports into. Besides, creation of communication procedures involving teachers groups are needed. All these steps would be through TICs resources, which must be acesssible to the teachers