Relatórios descritivos das crianças na transição CEI/EMEI/EMEF no município de São Paulo

• Autor(a) principal: Arakaki, Letícia Augusta
• Data de Publicação: 2019
• 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/21954
• topic: Educação pré-escolar; Educação Infantil; Ensino Fundamental; Aprendizagem; Education, Preschool; Child education; Elementary School; Learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aimed to analyze the evaluative reports of the children's learning produced by teachers in the transition from Centro de Educação Infantil (CEI) for Escola Municipal de Educação Infantil (EMEI) and from Escola Municipal de Educação Infantil (EMEI) for Escola Municipal de Ensino Fundamental (EMEF), belonging to Secretaria Municipal de Educação de São Paulo. Another objective was to list possible propositions, so as to reports help in planning the pedagogical actions of the educators, seeking to articulate between evaluation and curriculum, and corroborate to overcome of the division in the CEI / EMEI / EMEF transition. This is documentary research with a qualitative approach. The participants were five Educational Units belonging to Diretoria Regional de Educação Campo Limpo. The main research materials were descriptive reports of children's learning. The content of the reports was analyzed and it was sought to know the criteria used by teachers to make the descriptive reports; to identify how the evaluation records of the learning and development of the children include those established by Normative Guideline No. 01/2013. The main theoretical contributions were: Bardin (1997), Hoffmann (2014), Oliveira-Formosinho (2013). The results reveal the need for a work focused on the qualification of the evaluation reports of the children so that they show the path experienced by the child in Early Childhood Education and favor the continuity of the educational process in the transition from one Educational Unit to another, from CEI to EMEI and from EMEI to EMEF. Thus, with this study, it was sought to construct a script for the elaboration and analysis of the evaluation reports of the children, as well as to propose collaborative actions related to the qualification of reports and articulation between CEI / EMEI / EMEF. The proposal is based on the principles of Pedagogy of Listening and Pedagogy-in-Participation