Avaliação institucional na educação infantil: refletindo o percurso, repensando a trajetória, tecendo possibilidades na formação docente

• Autor(a) principal: Amancio, Cristiane Ferreira Cunha
• Data de Publicação: 2023
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20170
• topic: Institutional evaluation; Early childhood education; Teacher training; Avaliação institucional; Educação infantil; Formação docente; CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL

The present work intends to reinterate the process importance of institutional evaluation, from the training teacher’s perspective, based on my own training path, providing opportunities for dialogues in the daily of Early Childhood Education in a more identity way. In addition, it proposes the debate about the evaluation processes, in a seam between theory and practice, not separating it from the pedagogical work. The whole of this research is anchored in theoretical-methodological references of studies in/of/with everyday life (ALVES, 2001) in the perspective that states that everyday life is complex and that, therefore, there is a need to broaden theories from that was produced with the narratives of what was experienced instead of theories ready for application. The proposal in question uses autobiographical research and training narratives as methodological tools, understanding them as a process of telling and retelling stories, not only those shared by the participants, but also by the researchers. Institutional evaluation policies in Early Childhood Education are little discussed. There is an urgent need to overcome a perspective of evaluation of classifying, developmental and exclusionary learning, even without attributing grades and concepts at the first stage of Basic Education, in order to build a proposal that reaffirms the continuity of pedagogical relationships, with space for doubts, concerns, uncertainties, incompleteness as elements that belong, that are part of the evaluation process itself. Even though we have advances in Early Childhood Education, assessment still occupies a dominating, indoctrinating, discipling, controlling place; an evaluation that marks the deficiencies, delays and that still does not approach the potential of the subjects under construction. It is confronting the different conceptions, making ourselves available for debate and reflection, that we build new contours and new possibilities. We found that the debate about institutional evaluation in Early Childhood Education is still a distant reality in Brazilian schools, at disputes scenario in which different subjects, with different intentions, seek to affirm their conceptions. It is worth noting that the evaluation field gains prominence on the public policy agenda in a context influenced by foundations and international organizations based on market logic. And with that, the logic of classification assessment grows and spreads in everyday life, which distances itself from a proposal aimed at the popular classes. In the research for understanding the institutional evaluation in the continuing education of teachers who work in the context of Early Childhood Education, the potentiality of experiences woven into a network is affirmed, in the dialogues and reflections produced in/for the school. And, in this scenario, the demarcation of an evaluation in its institutional dimension in Early Childhood Education becomes fertile, which dialogues with the conceptions of this stage, with the aim of strengthening the technical and political dimensions of this action. In this sense, I reaffirm that the practices quality offered to children is directly related to the teacher training conditions offered.