CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATE
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/2545 |
Resumo: | This article is part of a Master's research, linked to the State University of Santa Catarina (UDESC), to the Postgraduate Program in Education, to the Educational Policies, Teaching and Training research line and to the Childhood, Citizenship and Educational Networks Research Group, developed in an educational institution of Early Childhood Education of the Municipal Teaching Network of Florianópolis (RMEF). We aim to present the meanings that the process of reflective sharing of Context Assessment in Early Childhood Education assumes in an educational institution when its results are used in a participatory and formative dimension. Methodologically, we adopted a qualitative perspective using research - action as a method of procedure and, while generating data, we performed the interactive focus group technique. From the perspective of developing a participatory, therefore democratic path, we launched the complex challenge of looking from within the pedagogical practice itself, questioning it, questioning it, having as reference the institutional identity that the educational institution intended to achieve. The research enhanced the formative character and in the context of the evaluation and found that the empowerment of teachers as participants in the evaluation enabled them to perceive themselves as authors of their own practice to trigger a negotiation process to qualify the pedagogical practice through the development of an improvement plan. In this sense, the study pointed out the need for the evaluation of the quality of environments carried out in the institutions of Early Childhood Education of the RMEF to be part of public evaluation policies, anchored in a formative methodological approach and in context. |
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CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATEEVALUACIÓN DEL CONTEXTO EN LA EDUCACIÓN DE LA PRIMERA INFANCIA: PUNTOS DE VISTA DE LOS PROFESORES EN DEBATEAVALIAÇÃO DE CONTEXTO NA EDUCAÇÃO INFANTIL: PONTOS DE VISTA DOCENTES EM DEBATEeducação infantilqualidadeavaliação de contextoprofessorasprática pedagógicaearly childhood educationqualitycontext evaluationteacherspedagogical practiceeducación infantilcalidadevaluación del contextodocentespráctica pedagógicaThis article is part of a Master's research, linked to the State University of Santa Catarina (UDESC), to the Postgraduate Program in Education, to the Educational Policies, Teaching and Training research line and to the Childhood, Citizenship and Educational Networks Research Group, developed in an educational institution of Early Childhood Education of the Municipal Teaching Network of Florianópolis (RMEF). We aim to present the meanings that the process of reflective sharing of Context Assessment in Early Childhood Education assumes in an educational institution when its results are used in a participatory and formative dimension. Methodologically, we adopted a qualitative perspective using research - action as a method of procedure and, while generating data, we performed the interactive focus group technique. From the perspective of developing a participatory, therefore democratic path, we launched the complex challenge of looking from within the pedagogical practice itself, questioning it, questioning it, having as reference the institutional identity that the educational institution intended to achieve. The research enhanced the formative character and in the context of the evaluation and found that the empowerment of teachers as participants in the evaluation enabled them to perceive themselves as authors of their own practice to trigger a negotiation process to qualify the pedagogical practice through the development of an improvement plan. In this sense, the study pointed out the need for the evaluation of the quality of environments carried out in the institutions of Early Childhood Education of the RMEF to be part of public evaluation policies, anchored in a formative methodological approach and in context.Este artículo forma parte de una investigación de Maestría, vinculada a la Universidad del Estado de Santa Catarina (UDESC), el Programa de Posgrado en Educación, la línea de investigación Políticas Educativas, Docencia y Formación y el Grupo de Investigación Infancia, Ciudadanía e Investigación. Redes Educativas, desarrollado en una institución educativa de Educación Infantil de la Red de Educación Municipal de Florianópolis (RMEF). Nuestro objetivo es presentar los significados que asume el proceso de compartir reflexivo de la Evaluación de Contexto en Educación Infantil en una institución educativa cuando sus resultados se utilizan en una dimensión participativa y formativa. Metodológicamente, adoptamos una perspectiva cualitativa utilizando la investigación - acción como método de procedimiento y, al generar datos, realizamos la técnica de grupo de enfoque interactivo. Desde la perspectiva de desarrollar un camino participativo, por lo tanto democrático, lanzamos el complejo desafío de mirar desde dentro de la propia práctica pedagógica, cuestionándola, cuestionándola, teniendo como referencia la identidad institucional que la institución educativa pretendía alcanzar. La investigación potenció el carácter formativo y en el contexto de la evaluación y encontró que el empoderamiento de los docentes como participantes en la evaluación les permitió percibirse a sí mismos como autores de su propia práctica para desencadenar un proceso de negociación para calificar la práctica pedagógica a través del desarrollo de un plan de mejora. En este sentido, el estudio señaló la necesidad de que la evaluación de la calidad de los ambientes que se realiza en las instituciones de Educación Infantil de la RMEF sea parte de las políticas públicas de evaluación, ancladas en un enfoque metodológico formativo y en contexto. Este artigo é parte de uma pesquisa de Mestrado, vinculada à Universidade do Estado de Santa Catarina (UDESC), ao Programa de Pós-graduação em Educação, à linha de pesquisa Políticas Educacionais, Ensino e Formação e ao Grupo de Pesquisa Infância, Cidadania e Redes Educativas, desenvolvida numa instituição educativa de Educação Infantil da Rede Municipal de Ensino de Florianópolis (RMEF). Temos por objetivo apresentar os significados que o processo de compartilhamento reflexivo da Avaliação de Contexto na Educação Infantil assume em uma instituição educativa quando se faz uso de seus resultados em uma dimensão participativa e formativa. Metodologicamente, adotamos a perspectiva qualitativa utilizando a pesquisa - ação como método de procedimento e, enquanto geração de dados realizamos a técnica interativa de grupo focal. Na perspectiva de desenvolver um percurso participativo, portanto, democrático, lançamos o desafio complexo de olhar de dentro a própria prática pedagógica, interrogando-a, problematizando-a, tendo como referência a identidade institucional que a instituição educativa pretendia alcançar. A pesquisa potencializou o caráter formativo e em contexto da avaliação e constatou que o empoderamento das professoras como partícipes da avaliação, possibilitou a elas perceberem-se como autoras da própria prática para desencadear um processo de negociação para qualificar a prática pedagógica por meio da elaboração de um plano de melhorias. Nesse sentido, o estudo apontou a necessidade de que a avaliação da qualidade dos ambientes realizada nas instituições de Educação Infantil da RMEF tome parte das políticas públicas de avaliação, ancorada numa abordagem metodológica formativa e em contexto.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-07-06info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/254510.1590/SciELOPreprints.2545porhttps://preprints.scielo.org/index.php/scielo/article/view/2545/4389Copyright (c) 2021 Andréia do Carmo, Julice Diashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess Carmo, Andréia doDias, Julicereponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-06-24T21:47:24Zoai:ops.preprints.scielo.org:preprint/2545Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-06-24T21:47:24SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATE EVALUACIÓN DEL CONTEXTO EN LA EDUCACIÓN DE LA PRIMERA INFANCIA: PUNTOS DE VISTA DE LOS PROFESORES EN DEBATE AVALIAÇÃO DE CONTEXTO NA EDUCAÇÃO INFANTIL: PONTOS DE VISTA DOCENTES EM DEBATE |
title |
CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATE |
spellingShingle |
CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATE Carmo, Andréia do educação infantil qualidade avaliação de contexto professoras prática pedagógica early childhood education quality context evaluation teachers pedagogical practice educación infantil calidad evaluación del contexto docentes práctica pedagógica |
title_short |
CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATE |
title_full |
CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATE |
title_fullStr |
CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATE |
title_full_unstemmed |
CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATE |
title_sort |
CONTEXT EVALUATION IN EARLY CHILDHOOD EDUCATION: TEACHERS' POINTS OF VIEW IN DEBATE |
author |
Carmo, Andréia do |
author_facet |
Carmo, Andréia do Dias, Julice |
author_role |
author |
author2 |
Dias, Julice |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Carmo, Andréia do Dias, Julice |
dc.subject.por.fl_str_mv |
educação infantil qualidade avaliação de contexto professoras prática pedagógica early childhood education quality context evaluation teachers pedagogical practice educación infantil calidad evaluación del contexto docentes práctica pedagógica |
topic |
educação infantil qualidade avaliação de contexto professoras prática pedagógica early childhood education quality context evaluation teachers pedagogical practice educación infantil calidad evaluación del contexto docentes práctica pedagógica |
description |
This article is part of a Master's research, linked to the State University of Santa Catarina (UDESC), to the Postgraduate Program in Education, to the Educational Policies, Teaching and Training research line and to the Childhood, Citizenship and Educational Networks Research Group, developed in an educational institution of Early Childhood Education of the Municipal Teaching Network of Florianópolis (RMEF). We aim to present the meanings that the process of reflective sharing of Context Assessment in Early Childhood Education assumes in an educational institution when its results are used in a participatory and formative dimension. Methodologically, we adopted a qualitative perspective using research - action as a method of procedure and, while generating data, we performed the interactive focus group technique. From the perspective of developing a participatory, therefore democratic path, we launched the complex challenge of looking from within the pedagogical practice itself, questioning it, questioning it, having as reference the institutional identity that the educational institution intended to achieve. The research enhanced the formative character and in the context of the evaluation and found that the empowerment of teachers as participants in the evaluation enabled them to perceive themselves as authors of their own practice to trigger a negotiation process to qualify the pedagogical practice through the development of an improvement plan. In this sense, the study pointed out the need for the evaluation of the quality of environments carried out in the institutions of Early Childhood Education of the RMEF to be part of public evaluation policies, anchored in a formative methodological approach and in context. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/2545 10.1590/SciELOPreprints.2545 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/2545 |
identifier_str_mv |
10.1590/SciELOPreprints.2545 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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https://preprints.scielo.org/index.php/scielo/article/view/2545/4389 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Andréia do Carmo, Julice Dias https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Andréia do Carmo, Julice Dias https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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1797047823613558784 |