As políticas de avaliação e suas implicações na educação infantil

• Autor(a) principal: Azevedo, Romilson Brito de
• Data de Publicação: 2021
• Outros Autores: Pinto, Valmir Flores
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educa (Porto Velho)
• Texto Completo: https://periodicos.unir.br/index.php/EDUCA/article/view/4962
• topic: Indicadores de Qualidade. Político-pedagógico. Educação Infantil. Políticas educacionais.; Educação; Indicadores de Calidad. Político-pedagógico. Educación Infantil. Políticas educativas.; Quality Indicators. Political-pedagogical. Early Childhood Education. Education policies.

Educational evaluation policies are legal presuppositions that legitimize the State’s obligation to fulfill the right to free and quality access to Early Childhood Education. This paper aimed to understand the evaluation policies in Early Childhood Education as a duty of the State and its legal and structural implications in school attendance. This study was based on a bibliographic research drawn from Marconi and Lakatos (2010). The inferences and interpretations took place through the “analysis of quotations” (ROMANCINI, 2010) compiled directly and indirectly from the discursive relationship made with the authors selected. The results revealed that the reciprocity between the evaluation policies of Early Childhood Education and the State’s obligation implies the quality of school performance and the broad development of the child. We hope, therefore, that the implications raised in this study may encourage education managers and recipients of education policies to elect, in a political-pedagogical character, the Quality Indicators in Early Childhood Education, as a de facto and of use policy