Avaliação da educação infantil entre 2006 e 2018: fundamentos, concepções e políticas

• Autor(a) principal: Rocha Neto, Ana Paula
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11480
• topic: Educação infantil; Políticas públicas; Avaliação; Avaliação da educação infantil; Early childhood education; Public policy; Evaluation; Evaluation of early childhood education; CIENCIAS HUMANAS::EDUCACAO

This research entitled “Evaluation of Early Childhood Education between 2006 and 2018: Fundamentals, Conceptions, and Policies” is linked to the research line State, Policies and History of Education, of the Graduate Program in Education from the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). Its general objective is to identify and analyze the conceptions and approaches for evaluating early childhood education in the studies and research published between from 2006 to 2018 in the journals evaluated by the Coordination for the Improvement of Higher Education Personnel (Capes) and on the digital platform Brazilian Digital Library Theses and Dissertations (BDTD). The research was carried out in articulated stages, covering the bibliographic survey, theoretical and documentary research, guided by the following specific objectives: describe and analyze the national public policies aimed at early childhood education in Brazil, identifying trends in the conceptions of children and childhood; identify and analyze the foundations and concepts in the field of educational assessment and its public policies, contextualizing them concerning early childhood education in Brazil; to verify the occurrences of research and studies on the evaluation of early childhood education, the regions covered, publications per year, linking institutions, approaches, main theoretical references of early childhood education and evaluation, external conceptions. In this sense, this exhibition is in dialogue with the following theoretical foundations: Kuhlmann Jr. (2015), Pestana (2013), Sobrinho (2003), Siqueira (2011), Afonso (2000), Abramowicz (2018), among others, and in four chapters. The first is the introduction of the work. The second shows the historical process of the constitution of the child and childhood that we know today. The third presents a brief history of early childhood education in Brazil, in addition to conceptualizing public policies and educational policies, understanding its relationship with the evaluation of early childhood education. It also presents the concept of evaluation in a broader perspective, starting with the particularities that involve the evaluation of early childhood education, as well as goal 1 of the National Education Plan (PNE) 2014-2024 and the current situation of the objectives established for that goal. Chapter IV presents the study of publications that address the concepts of evaluation of early childhood education in scientific productions. It is initially concluded that there is still a small number of specific productions aimed at analyzing the policies for evaluating early childhood education. Most of the studies found address topics related to didactic issues. We did not find, initially, studies that address the evaluation of early childhood education in the city of Goiânia. The conceptions of evaluation in the context of early childhood education present in the research converge to a participatory, formative, democratic evaluation that understands the child as a historical and social subject, thus valuing their singularities. There was a need for further studies on the evaluation of early childhood education, as it is a subject that causes many doubts and tensions, in addition to being marked by many concepts in dispute.