Context evaluation in early childhood education: teachers' points of view in debate

Detalhes bibliográficos
Autor(a) principal: Carmo, Andreia do
Data de Publicação: 2022
Outros Autores: Dias, Julice
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Gestão e Avaliação Educacional
Texto Completo: http://periodicos.ufsm.br/regae/article/view/70602
Resumo: The article aims to present the meanings that Context Assessment assumes in an educational institution when its results are used in a formative dimension. It is based on the qualitative methodology using action research as a method of procedure and, while generating data, it uses the interactive technique of focus group. It argues that assessment instruments are a starting point for negotiating quality and fostering the training process in the assessed context. It highlights that questioning latent pedagogical practices implies assuming in-service training as a condition to legitimize institutional identity. It concludes by proposing that evaluation at this stage of Basic Education should be part of public evaluation policies focused on the conditions of educational provision.
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spelling Context evaluation in early childhood education: teachers' points of view in debateAvaliação de contexto na educação infantil: pontos de vista docentes em debateEarly Childhood EducationQualityContext AssessmentEducação InfantilQualidadeAvaliação de ContextoThe article aims to present the meanings that Context Assessment assumes in an educational institution when its results are used in a formative dimension. It is based on the qualitative methodology using action research as a method of procedure and, while generating data, it uses the interactive technique of focus group. It argues that assessment instruments are a starting point for negotiating quality and fostering the training process in the assessed context. It highlights that questioning latent pedagogical practices implies assuming in-service training as a condition to legitimize institutional identity. It concludes by proposing that evaluation at this stage of Basic Education should be part of public evaluation policies focused on the conditions of educational provision.Neste texto, tem-se por objetivo apresentar os significados que a avaliação de contexto assumiu numa instituição educativa, com o uso de seus resultados numa dimensão formativa. A partir da metodologia qualitativa utilizando a pesquisa - ação como método de procedimento e, enquanto geração de dados usa a técnica interativa de grupo focal. Discute que os instrumentos de avaliação são ponto de partida para negociar a qualidade e fomentar o processo formativo do contexto avaliado. Destaca que questionar as práticas pedagógicas latentes implica em assumir a formação em serviço como condição para legitimar a identidade institucional. Conclui propondo que a avaliação nessa etapa da educação básica tome parte das políticas públicas de avaliação com foco nas condições da oferta educativa.Universidade Federal de Santa Maria2022-08-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/regae/article/view/7060210.5902/2318133870602Regae: Revista de Gestão e Avaliação Educacional; v. 11, n. 20, 2022, publicação contínua; e70602, p. 1-18Revista de Gestão e Avaliação Educacional; v. 11, n. 20, 2022, publicação contínua; e70602, p. 1-182318-13382176-2171reponame:Revista de Gestão e Avaliação Educacionalinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/regae/article/view/70602/48662Copyright (c) 2022 Revista de Gestão e Avaliação Educacionalinfo:eu-repo/semantics/openAccessCarmo, Andreia doDias, Julice2022-09-28T16:50:24Zoai:ojs.pkp.sfu.ca:article/70602Revistahttps://periodicos.ufsm.br/regaePUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/regae/oai||revistaregae@gmail.com2318-13382176-2171opendoar:2022-09-28T16:50:24Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Context evaluation in early childhood education: teachers' points of view in 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, Andreia do
Early Childhood Education
Quality
Context Assessment
Educação Infantil
Qualidade
Avaliação de Contexto
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, Andreia do
author_facet Carmo, Andreia do
Dias, Julice
author_role author
author2 Dias, Julice
author2_role author
dc.contributor.author.fl_str_mv Carmo, Andreia do
Dias, Julice
dc.subject.por.fl_str_mv Early Childhood Education
Quality
Context Assessment
Educação Infantil
Qualidade
Avaliação de Contexto
topic Early Childhood Education
Quality
Context Assessment
Educação Infantil
Qualidade
Avaliação de Contexto
description The article aims to present the meanings that Context Assessment assumes in an educational institution when its results are used in a formative dimension. It is based on the qualitative methodology using action research as a method of procedure and, while generating data, it uses the interactive technique of focus group. It argues that assessment instruments are a starting point for negotiating quality and fostering the training process in the assessed context. It highlights that questioning latent pedagogical practices implies assuming in-service training as a condition to legitimize institutional identity. It concludes by proposing that evaluation at this stage of Basic Education should be part of public evaluation policies focused on the conditions of educational provision.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/regae/article/view/70602
10.5902/2318133870602
url http://periodicos.ufsm.br/regae/article/view/70602
identifier_str_mv 10.5902/2318133870602
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/regae/article/view/70602/48662
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista de Gestão e Avaliação Educacional
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista de Gestão e Avaliação Educacional
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Regae: Revista de Gestão e Avaliação Educacional; v. 11, n. 20, 2022, publicação contínua; e70602, p. 1-18
Revista de Gestão e Avaliação Educacional; v. 11, n. 20, 2022, publicação contínua; e70602, p. 1-18
2318-1338
2176-2171
reponame:Revista de Gestão e Avaliação Educacional
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista de Gestão e Avaliação Educacional
collection Revista de Gestão e Avaliação Educacional
repository.name.fl_str_mv Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM)
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