Avaliação da aprendizagem na educação infantil: concepções dos professores e desafios formativos

• Autor(a) principal: Carvalho, Thatianny Jasmine Castro Martins de
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/14369
• topic: Educação Pré-escolar; Avaliação educacional – Professores; Aprendizagem – Educação Pré-escolar; Educação de crianças; Childhood Education; Teachers

This study contemplates an investigation about a Learning Evaluation in the Childhood Education, which has as the main goal to identify teacher training evidences in the evaluative practices. This research’s goals are related to the investigation of the relations between the teachers training and their evaluated practice with little children, mainly aiming: To analyze the learning evaluation conceptions that guide the pedagogical practice of the Childhood Education teachers. It’s outlined in: a) characterize the evaluated practice, from the evaluation instruments and procedures; b) identify formative conceptions that help the evaluated practices in Childhood Education; and c) investigate the link between teacher training and evaluated practices, showed in official documents, in the schools’ pedagogical projects and in the teachers’ evaluation reports. The concerns and epistemological curiosities of this research is focused in the following issue: How the teacher training is showed in the Childhood Education’s evaluation practices? What relations/implications exist between the teachers’ formative track and their learning’s evaluation practices in Childhood Education? This paper’s chosen methodology is the descriptive-qualitative research, with the discourse analysis’ method. The research involved five interlocutors, who act in the Childhood Education in the Rede Municipal de Ensino (Education’s city network) in Teresina, Piauí, for, at least, two years and considered “good evaluators” from the evaluative criteria of the continuing education team of the city’s education secretary. In this way, the stablished data gathering are observations and semi-structured interviews. Among the authors that based this study, are: Luckesi, Imbernón, Saul, Hadji, Hoffmann, Ariès, Kullmann Jr., Nóvoa, and others. Before the documents, situations and discourse analysis, with the authors’ contribution to the reflections undertaken in this paper, it is imperative to highlight that, in general terms, the evaluation in Childhood Education in the city of Teresina is less thought and practiced. There is a lack of curricular, formative and pedagogical support. There are good intentions from the teachers, some movement from the management team and the certitude of a good formation from the training team, but the determinations imposed by the education secretary are still tougher and stronger. Maybe, not only in the city of Teresina, or the state of Piauí, but in the national legislation and in the curriculum’s sustenance to the Childhood Education in a national context, it is needed to differ the evaluation from the evaluative tools, and demystify the idea that the teacher and the school know what to evaluate and what makes sense to be evaluated, because the student cannot participate in this process.