Context assessment in early childhood education:: differentiation and conflict in teacher training

Detalhes bibliográficos
Autor(a) principal: Schlindwein, Luciane Maria
Data de Publicação: 2018
Outros Autores: Dias, Julice
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pro-Posições (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656329
Resumo: In this paper, context assessment in early childhood education is called into question considering the teacher training. Aspects of the differentiation by age and of the existence of conflicts between peers are taken at an ethical, aesthetical and political perspective. It is considered that there is a need to invest in the specificity of the assessment focused on early childhood education, and in the institutional identity of the assessment practices. Thus, this study discusses practices and evaluation concepts, aiming to argue why and how there is still so much difficulty, today, with context assessment, having as indicators relational, educational, political, and structural dimensions. Anchored in the contributions of Bakhtin and Vigotski, the study brings out especially the ethical category to discuss such issues.
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spelling Context assessment in early childhood education:: differentiation and conflict in teacher trainingAvaliação de Contexto na Educação Infantil: : diferenciação e conflito na formação docenteChildhoodContext assessmentTeacher trainingEthicsInfânciaAvaliação de contextoFormação docenteÉticaIn this paper, context assessment in early childhood education is called into question considering the teacher training. Aspects of the differentiation by age and of the existence of conflicts between peers are taken at an ethical, aesthetical and political perspective. It is considered that there is a need to invest in the specificity of the assessment focused on early childhood education, and in the institutional identity of the assessment practices. Thus, this study discusses practices and evaluation concepts, aiming to argue why and how there is still so much difficulty, today, with context assessment, having as indicators relational, educational, political, and structural dimensions. Anchored in the contributions of Bakhtin and Vigotski, the study brings out especially the ethical category to discuss such issues.Neste artigo, a avaliação de contexto na Educação Infantil é problematizada considerando a formação docente. Os aspectos da diferenciação e do conflito são tomados na perspectiva ética, estética e política. Considera-se que há necessidade de se investir na especificidade da avaliação voltada para a Educação Infantil e na identidade institucional nas práticas avaliativas. Destarte, o presente estudo problematiza práticas e concepções de avaliação, com o objetivo de discutir por que e como ainda hoje a avaliação de contexto é um desafio, tomando como indicadores de referência dimensões relacionais, pedagógicas, políticas, estruturais. Ancorado nos aportes conceituais de Bakhtin e Vigotski1, o estudo traz à tona notadamente a categoria ética para discutir tais questões.Universidade Estadual de Campinas2018-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656329Pro-Posições; Vol. 29 No. 2 (2018): maio/ago.; 137-158Pro-Posições; Vol. 29 Núm. 2 (2018): maio/ago.; 137-158Pro-Posições; v. 29 n. 2 (2018): maio/ago.; 137-1581980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656329/21159Brazil; 2019Brasil; 2019Copyright (c) 2018 Pro-Posiçõesinfo:eu-repo/semantics/openAccessSchlindwein, Luciane Maria Dias, Julice 2019-08-27T12:31:46Zoai:ojs.periodicos.sbu.unicamp.br:article/8656329Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2019-08-27T12:31:46Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Context assessment in early childhood education:: differentiation and conflict in teacher training
Avaliação de Contexto na Educação Infantil: : diferenciação e conflito na formação docente
title Context assessment in early childhood education:: differentiation and conflict in teacher training
spellingShingle Context assessment in early childhood education:: differentiation and conflict in teacher training
Schlindwein, Luciane Maria
Childhood
Context assessment
Teacher training
Ethics
Infância
Avaliação de contexto
Formação docente
Ética
title_short Context assessment in early childhood education:: differentiation and conflict in teacher training
title_full Context assessment in early childhood education:: differentiation and conflict in teacher training
title_fullStr Context assessment in early childhood education:: differentiation and conflict in teacher training
title_full_unstemmed Context assessment in early childhood education:: differentiation and conflict in teacher training
title_sort Context assessment in early childhood education:: differentiation and conflict in teacher training
author Schlindwein, Luciane Maria
author_facet Schlindwein, Luciane Maria
Dias, Julice
author_role author
author2 Dias, Julice
author2_role author
dc.contributor.author.fl_str_mv Schlindwein, Luciane Maria
Dias, Julice
dc.subject.por.fl_str_mv Childhood
Context assessment
Teacher training
Ethics
Infância
Avaliação de contexto
Formação docente
Ética
topic Childhood
Context assessment
Teacher training
Ethics
Infância
Avaliação de contexto
Formação docente
Ética
description In this paper, context assessment in early childhood education is called into question considering the teacher training. Aspects of the differentiation by age and of the existence of conflicts between peers are taken at an ethical, aesthetical and political perspective. It is considered that there is a need to invest in the specificity of the assessment focused on early childhood education, and in the institutional identity of the assessment practices. Thus, this study discusses practices and evaluation concepts, aiming to argue why and how there is still so much difficulty, today, with context assessment, having as indicators relational, educational, political, and structural dimensions. Anchored in the contributions of Bakhtin and Vigotski, the study brings out especially the ethical category to discuss such issues.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656329
url https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656329
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656329/21159
dc.rights.driver.fl_str_mv Copyright (c) 2018 Pro-Posições
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Pro-Posições
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; 2019
Brasil; 2019
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Pro-Posições; Vol. 29 No. 2 (2018): maio/ago.; 137-158
Pro-Posições; Vol. 29 Núm. 2 (2018): maio/ago.; 137-158
Pro-Posições; v. 29 n. 2 (2018): maio/ago.; 137-158
1980-6248
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
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