Evaluation in early childhood education based on the understanding of preschool teachers

Detalhes bibliográficos
Autor(a) principal: Marinho Sodré , Zanadréya
Data de Publicação: 2023
Outros Autores: Brito dos Santos, Joedson
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15645
Resumo: ABSTRACT. Assessment in Early Childhood Education (ECE) is a structural element of planning and pedagogical practice and is linked to the curriculum and training processes in ECE, but there are challenges, difficulties and misunderstandings in the way of understanding it. The article aims to reflect on the evaluation in EI from the understanding of preschool teachers in the city of Tocantinópolis/O. We opted for a qualitative approach with exploratory and bibliographical research, using the case study as a methodological strategy and the application of a questionnaire as an investigation technique. The results point to proximity and adequacy between the understanding about the evaluation of the investigated professors to the legal provisions and the specialized literature. However, it shows a generic approach with an expression that suggests the existence of practices based on classifying, selective and excluding evaluation. A certain fragility and conceptual misunderstanding in the explanation of the instruments used with evaluation in ECE, as well as their importance to guarantee procedures for monitoring the pedagogical work and evaluating the development of children, with no objective of selection, promotion or classification.
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spelling Evaluation in early childhood education based on the understanding of preschool teachersEvaluation in early childhood education based on the understanding of preschool teachersEvaluación en educación infantil a partir de la comprensión de docentes de preescolarEvaluation in early childhood education based on the understanding of preschool teachersAvaliação na educação infantil a partir da compressão de professoras de uma pré-escolaABSTRACT. Assessment in Early Childhood Education (ECE) is a structural element of planning and pedagogical practice and is linked to the curriculum and training processes in ECE, but there are challenges, difficulties and misunderstandings in the way of understanding it. The article aims to reflect on the evaluation in EI from the understanding of preschool teachers in the city of Tocantinópolis/O. We opted for a qualitative approach with exploratory and bibliographical research, using the case study as a methodological strategy and the application of a questionnaire as an investigation technique. The results point to proximity and adequacy between the understanding about the evaluation of the investigated professors to the legal provisions and the specialized literature. However, it shows a generic approach with an expression that suggests the existence of practices based on classifying, selective and excluding evaluation. A certain fragility and conceptual misunderstanding in the explanation of the instruments used with evaluation in ECE, as well as their importance to guarantee procedures for monitoring the pedagogical work and evaluating the development of children, with no objective of selection, promotion or classification.ABSTRACT. Assessment in Early Childhood Education (ECE) is a structural element of planning and pedagogical practice and is linked to the curriculum and training processes in ECE, but there are challenges, difficulties and misunderstandings in the way of understanding it. The article aims to reflect on the evaluation in EI from the understanding of preschool teachers in the city of Tocantinópolis/O. We opted for a qualitative approach with exploratory and bibliographical research, using the case study as a methodological strategy and the application of a questionnaire as an investigation technique. The results point to proximity and adequacy between the understanding about the evaluation of the investigated professors to the legal provisions and the specialized literature. However, it shows a generic approach with an expression that suggests the existence of practices based on classifying, selective and excluding evaluation. A certain fragility and conceptual misunderstanding in the explanation of the instruments used with evaluation in ECE, as well as their importance to guarantee procedures for monitoring the pedagogical work and evaluating the development of children, with no objective of selection, promotion or classification.La evaluación en Educación Infantil (EPI) es un elemento estructural de la planificación y de la práctica pedagógica y está vinculada al currículo y procesos formativos en ECE, pero existen desafíos, dificultades y malentendidos en la forma de entenderla. El artículo tiene como objetivo reflexionar sobre la evaluación en IE a partir de la comprensión de docentes de preescolar en la ciudad de Tocantinópolis/O. Optamos por un enfoque cualitativo con investigación exploratoria y bibliográfica, utilizando el estudio de caso como estrategia metodológica y la aplicación de un cuestionario como técnica de investigación. Los resultados apuntan a la proximidad y adecuación entre la comprensión sobre la evaluación de los profesores investigados a las disposiciones legales y la literatura especializada. Sin embargo, muestra un enfoque genérico con una expresión que sugiere la existencia de prácticas basadas en la evaluación clasificadora, selectiva y excluyente. Cierta fragilidad y malentendido conceptual en la explicación de los instrumentos utilizados con la evaluación en ECE, así como su importancia para garantizar procedimientos de seguimiento del trabajo pedagógico y evaluación del desarrollo de los niños, sin fines de selección, promoción o clasificación.ABSTRACT. Assessment in Early Childhood Education (ECE) is a structural element of planning and pedagogical practice and is linked to the curriculum and training processes in ECE, but there are challenges, difficulties and misunderstandings in the way of understanding it. The article aims to reflect on the evaluation in EI from the understanding of preschool teachers in the city of Tocantinópolis/O. We opted for a qualitative approach with exploratory and bibliographical research, using the case study as a methodological strategy and the application of a questionnaire as an investigation technique. The results point to proximity and adequacy between the understanding about the evaluation of the investigated professors to the legal provisions and the specialized literature. However, it shows a generic approach with an expression that suggests the existence of practices based on classifying, selective and excluding evaluation. A certain fragility and conceptual misunderstanding in the explanation of the instruments used with evaluation in ECE, as well as their importance to guarantee procedures for monitoring the pedagogical work and evaluating the development of children, with no objective of selection, promotion or classification.A avaliação na Educação Infantil (EI) é um elemento estrutural do planejamento e da prática pedagógica e está vinculado ao currículo e aos processos formativos na EI, mas existem desafios e dificuldades e equívocos na forma de sua compreensão. O artigo objetiva refletir sobre a avaliação na EI a partir da compreensão de professoras de um Pré-escolar do município de Tocantinópolis/TO. Optamos por uma abordagem de natureza qualitativa com pesquisa exploratória e bibliográfica, tendo o estudo de caso como estratégia metodológica e a aplicação de um questionário como técnica de investigação. Os resultados apontam proximidade e adequação entre a compreensão sobre avaliação das docentes investigadas aos dispositivos legais e a literatura especializada. Contudo evidencia uma abordagem genérica com expressão que sugere a existência de práticas pautadas na avaliação classificatória, seletiva e excludente. Certa fragilidade e equívoco conceitual na explicitação dos instrumentos utilizados com avaliação na EI, bem como sua importância para garantir procedimentos de acompanhamento do trabalho pedagógico e de avaliação do desenvolvimento das crianças, sem objetivo de seleção, promoção ou classificação. Palavras-chave: avaliação, educação infantil, desenvolvimento e aprendizagem infantil, práticas docentes.   Evaluation in early childhood education based on the understanding of preschool teachers ABSTRACT. Assessment in Early Childhood Education (ECE) is a structural element of planning and pedagogical practice and is linked to the curriculum and training processes in ECE, but there are challenges, difficulties and misunderstandings in the way of understanding it. The article aims to reflect on the evaluation in EI from the understanding of preschool teachers in the city of Tocantinópolis/O. We opted for a qualitative approach with exploratory and bibliographical research, using the case study as a methodological strategy and the application of a questionnaire as an investigation technique. The results point to proximity and adequacy between the understanding about the evaluation of the investigated professors to the legal provisions and the specialized literature. However, it shows a generic approach with an expression that suggests the existence of practices based on classifying, selective and excluding evaluation. A certain fragility and conceptual misunderstanding in the explanation of the instruments used with evaluation in ECE, as well as their importance to guarantee procedures for monitoring the pedagogical work and evaluating the development of children, with no objective of selection, promotion or classification. Keywords: assessment, early childhood education, child development and learning, teaching practices.   Evaluación en educación infantil a partir de la comprensión de docentes de preescolar RESUMEN. La evaluación en Educación Infantil (EPI) es un elemento estructural de la planificación y de la práctica pedagógica y está vinculada al currículo y procesos formativos en ECE, pero existen desafíos, dificultades y malentendidos en la forma de entenderla. El artículo tiene como objetivo reflexionar sobre la evaluación en IE a partir de la comprensión de docentes de preescolar en la ciudad de Tocantinópolis/O. Optamos por un enfoque cualitativo con investigación exploratoria y bibliográfica, utilizando el estudio de caso como estrategia metodológica y la aplicación de un cuestionario como técnica de investigación. Los resultados apuntan a la proximidad y adecuación entre la comprensión sobre la evaluación de los profesores investigados a las disposiciones legales y la literatura especializada. Sin embargo, muestra un enfoque genérico con una expresión que sugiere la existencia de prácticas basadas en la evaluación clasificadora, selectiva y excluyente. Cierta fragilidad y malentendido conceptual en la explicación de los instrumentos utilizados con la evaluación en ECE, así como su importancia para garantizar procedimientos de seguimiento del trabajo pedagógico y evaluación del desarrollo de los niños, sin fines de selección, promoción o clasificación. Palabras clave: evaluación, educación infantil, desarrollo y aprendizaje infantil, prácticas docentes.Universidade Federal do Tocantins2023-05-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1564510.20873/uft.rbec.e15645Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15645Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15645Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15645Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15645Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e156452525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15645/21285https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15645/21286Copyright (c) 2023 Zanadréya Marinho Sodré , Joedson Brito dos Santoshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMarinho Sodré , ZanadréyaBrito dos Santos, Joedson2023-05-30T18:26:29Zoai:ojs.revista.uft.edu.br:article/15645Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2023-05-30T18:26:29Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Evaluation in early childhood education based on the understanding of preschool teachers
Evaluation in early childhood education based on the understanding of preschool teachers
Evaluación en educación infantil a partir de la comprensión de docentes de preescolar
Evaluation in early childhood education based on the understanding of preschool teachers
Avaliação na educação infantil a partir da compressão de professoras de uma pré-escola
title Evaluation in early childhood education based on the understanding of preschool teachers
spellingShingle Evaluation in early childhood education based on the understanding of preschool teachers
Marinho Sodré , Zanadréya
title_short Evaluation in early childhood education based on the understanding of preschool teachers
title_full Evaluation in early childhood education based on the understanding of preschool teachers
title_fullStr Evaluation in early childhood education based on the understanding of preschool teachers
title_full_unstemmed Evaluation in early childhood education based on the understanding of preschool teachers
title_sort Evaluation in early childhood education based on the understanding of preschool teachers
author Marinho Sodré , Zanadréya
author_facet Marinho Sodré , Zanadréya
Brito dos Santos, Joedson
author_role author
author2 Brito dos Santos, Joedson
author2_role author
dc.contributor.author.fl_str_mv Marinho Sodré , Zanadréya
Brito dos Santos, Joedson
description ABSTRACT. Assessment in Early Childhood Education (ECE) is a structural element of planning and pedagogical practice and is linked to the curriculum and training processes in ECE, but there are challenges, difficulties and misunderstandings in the way of understanding it. The article aims to reflect on the evaluation in EI from the understanding of preschool teachers in the city of Tocantinópolis/O. We opted for a qualitative approach with exploratory and bibliographical research, using the case study as a methodological strategy and the application of a questionnaire as an investigation technique. The results point to proximity and adequacy between the understanding about the evaluation of the investigated professors to the legal provisions and the specialized literature. However, it shows a generic approach with an expression that suggests the existence of practices based on classifying, selective and excluding evaluation. A certain fragility and conceptual misunderstanding in the explanation of the instruments used with evaluation in ECE, as well as their importance to guarantee procedures for monitoring the pedagogical work and evaluating the development of children, with no objective of selection, promotion or classification.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-30
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 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15645
10.20873/uft.rbec.e15645
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15645
identifier_str_mv 10.20873/uft.rbec.e15645
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15645/21285
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15645/21286
dc.rights.driver.fl_str_mv Copyright (c) 2023 Zanadréya Marinho Sodré , Joedson Brito dos Santos
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Zanadréya Marinho Sodré , Joedson Brito dos Santos
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e15645
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15645
Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15645
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e15645
Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e15645
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
instacron:UFT
instname_str Universidade Federal do Tocantins (UFT)
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reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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