Early Childhood Education and institutional evaluation: pathways and challenges

Detalhes bibliográficos
Autor(a) principal: Vieira, Maria Nilceia de Andrade
Data de Publicação: 2018
Outros Autores: Côco, Valdete
Tipo de documento: Artigo
Idioma: por
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/16474
Resumo: The trajectory of Brazilian education brings together strikes that, at different moments, accentuated the demand for confrontations, reverberating in conquests in the field of public policies. Focusing on the period of the last four decades, this text aims to highlight relevant issues about the trajectory of Early Childhood Education and institutional evaluation in Brazil. Anchored in Bakhtinian theoretical and methodological assumptions and elaborated in a theoretical research perspective, the present article dialogues with scientific productions, legal orders and guiding documents published between 1970 and 2017. Analyzes of these written traces indicate that the change in the directions of the first stage of education has been consolidating itself in movements of dispute and these historical events mark positions of resistance and possibilities of advances. Regarding the institutional evaluation in Early Childhood Education, the systematization of this study made it clear that the current panorama, arising from many historical facts, is not exclusively a matter of educational issues, and is limited to the history of children, working families, teacher education, public policies, economic and social determinants, among other elements. It is concluded, therefore, that in the interlocution of the institutional evaluation with the Early Childhood Education, one can not do without the socially referenced quality and, in this direction, one of the challenges posed is the consolidation of evaluation systems linked to participatory dynamics and the conditions of which we offer children in their educational process.
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spelling Early Childhood Education and institutional evaluation: pathways and challengesEducación Infantil y evaluación institucional: percursos y desafíosEducação Infantil e avaliação institucional: percursos e desafiosEducação públicaEducação InfantilAvaliação institucionalDireitos das criançasEducación públicaEducación InfantilEvaluación institucionalDerechos de los niñosPublic educationEarly Childhood EducationInstitutional evaluationRights of childrenThe trajectory of Brazilian education brings together strikes that, at different moments, accentuated the demand for confrontations, reverberating in conquests in the field of public policies. Focusing on the period of the last four decades, this text aims to highlight relevant issues about the trajectory of Early Childhood Education and institutional evaluation in Brazil. Anchored in Bakhtinian theoretical and methodological assumptions and elaborated in a theoretical research perspective, the present article dialogues with scientific productions, legal orders and guiding documents published between 1970 and 2017. Analyzes of these written traces indicate that the change in the directions of the first stage of education has been consolidating itself in movements of dispute and these historical events mark positions of resistance and possibilities of advances. Regarding the institutional evaluation in Early Childhood Education, the systematization of this study made it clear that the current panorama, arising from many historical facts, is not exclusively a matter of educational issues, and is limited to the history of children, working families, teacher education, public policies, economic and social determinants, among other elements. It is concluded, therefore, that in the interlocution of the institutional evaluation with the Early Childhood Education, one can not do without the socially referenced quality and, in this direction, one of the challenges posed is the consolidation of evaluation systems linked to participatory dynamics and the conditions of which we offer children in their educational process.La trayectoria de la educación brasileña reúne embates que, en distintos momentos, acentuaron la exigencia de enfrentamientos, repercutiendo en conquistas en el campo de las políticas públicas. Enfocando el período de las últimas cuatro décadas, este texto tiene como propósito evidenciar cuestiones relevantes acerca de la trayectoria de la Educación Infantil y de la evaluación institucional en Brasil. En el presente artículo dialoga con producciones científicas, ordenamientos legales y documentos orientadores publicados entre 1970 y 2017. Los análisis de estos vestigios escritos indican que la alteración de los rumbos de la primera etapa de la educación básica se viene consolidando en movimientos de disputa y esos acontecimientos históricos demarcan posicionamientos de resistencia y posibilidades de avances. En lo que se refiere a la evaluación institucional en la Educación Infantil, la sistematización de este estudio explicitó que el panorama actual, derivado de innumerables hechos históricos, no se constituye exclusivamente en el seno de las cuestiones educativas, y se encuentra circunscrito a la historia de los niños, de las familias trabajadoras, formación docente, de las políticas públicas, de determinantes económicos y sociales, entre otros elementos. Se concluye, por lo tanto, que en la interlocución de la evaluación institucional con la Educación Infantil, no se puede prescindir de la calidad socialmente referenciada y, en esa dirección, uno de los desafíos planteados es la consolidación de sistemáticas evaluativas vinculadas a dinámicas participativas ya las condiciones de lo que ofrecemos a los niños en su proceso educativo.A trajetória da educação brasileira reúne embates que, em distintos momentos, acentuaram a exigência de enfrentamentos, repercutindo em conquistas no campo das políticas públicas. Focalizando o período das últimas quatro décadas, neste texto tem-se como propósito evidenciar questões relevantes acerca da trajetória da Educação Infantil e da avaliação institucional no Brasil. Ancorado em pressupostos teórico-metodológicos bakhtinianos e elaborado em uma perspectiva de pesquisa teórica, o presente artigo dialoga com produções científicas, ordenamentos legais e documentos orientadores publicados entre 1970 e 2017. As análises desses vestígios escritos indicam que a alteração dos rumos da primeira etapa da educação básica vem se consolidando em movimentos de disputa, e esses acontecimentos históricos demarcam posicionamentos de resistência e possibilidades de avanços. No que tange à avaliação institucional na Educação Infantil, a sistematização deste estudo explicitou que o panorama atual, decorrente de inúmeros fatos históricos, não se constitui exclusivamente o bojo das questões educacionais e se encontra circunscrito à história das crianças, das famílias trabalhadoras, da formação docente, das políticas públicas, de determinantes econômicos e sociais, entre outros elementos. Conclui-se, portanto, que na interlocução da avaliação institucional com a Educação Infantil não se pode prescindir da qualidade socialmente referenciada, e, nessa direção, um dos desafios postos é a consolidação de sistemáticas avaliativas vinculadas a dinâmicas participativas e às condições do que ofertamos às crianças em seu processo educativo.Universidade do Oeste de Santa Catarina2018-12-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/1647410.18593/r.v43iesp.16474Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 209-240Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 209-240Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 209-240Roteiro; v. 43 (2018): Roteiro Edição Especial; 209-240Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 209-2402177-60590104-431110.18593/r.v43iespreponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/16474/pdfhttps://periodicos.unoesc.edu.br/roteiro/article/view/16474/13637Copyright (c) 2018 Roteiroinfo:eu-repo/semantics/openAccessVieira, Maria Nilceia de AndradeCôco, Valdete2020-11-12T21:24:27Zoai:ojs.periodicos.unoesc.edu.br:article/16474Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2020-11-12T21:24:27Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv Early Childhood Education and institutional evaluation: pathways and challenges
Educación Infantil y evaluación institucional: percursos y desafíos
Educação Infantil e avaliação institucional: percursos e desafios
title Early Childhood Education and institutional evaluation: pathways and challenges
spellingShingle Early Childhood Education and institutional evaluation: pathways and challenges
Vieira, Maria Nilceia de Andrade
Educação pública
Educação Infantil
Avaliação institucional
Direitos das crianças
Educación pública
Educación Infantil
Evaluación institucional
Derechos de los niños
Public education
Early Childhood Education
Institutional evaluation
Rights of children
title_short Early Childhood Education and institutional evaluation: pathways and challenges
title_full Early Childhood Education and institutional evaluation: pathways and challenges
title_fullStr Early Childhood Education and institutional evaluation: pathways and challenges
title_full_unstemmed Early Childhood Education and institutional evaluation: pathways and challenges
title_sort Early Childhood Education and institutional evaluation: pathways and challenges
author Vieira, Maria Nilceia de Andrade
author_facet Vieira, Maria Nilceia de Andrade
Côco, Valdete
author_role author
author2 Côco, Valdete
author2_role author
dc.contributor.author.fl_str_mv Vieira, Maria Nilceia de Andrade
Côco, Valdete
dc.subject.por.fl_str_mv Educação pública
Educação Infantil
Avaliação institucional
Direitos das crianças
Educación pública
Educación Infantil
Evaluación institucional
Derechos de los niños
Public education
Early Childhood Education
Institutional evaluation
Rights of children
topic Educação pública
Educação Infantil
Avaliação institucional
Direitos das crianças
Educación pública
Educación Infantil
Evaluación institucional
Derechos de los niños
Public education
Early Childhood Education
Institutional evaluation
Rights of children
description The trajectory of Brazilian education brings together strikes that, at different moments, accentuated the demand for confrontations, reverberating in conquests in the field of public policies. Focusing on the period of the last four decades, this text aims to highlight relevant issues about the trajectory of Early Childhood Education and institutional evaluation in Brazil. Anchored in Bakhtinian theoretical and methodological assumptions and elaborated in a theoretical research perspective, the present article dialogues with scientific productions, legal orders and guiding documents published between 1970 and 2017. Analyzes of these written traces indicate that the change in the directions of the first stage of education has been consolidating itself in movements of dispute and these historical events mark positions of resistance and possibilities of advances. Regarding the institutional evaluation in Early Childhood Education, the systematization of this study made it clear that the current panorama, arising from many historical facts, is not exclusively a matter of educational issues, and is limited to the history of children, working families, teacher education, public policies, economic and social determinants, among other elements. It is concluded, therefore, that in the interlocution of the institutional evaluation with the Early Childhood Education, one can not do without the socially referenced quality and, in this direction, one of the challenges posed is the consolidation of evaluation systems linked to participatory dynamics and the conditions of which we offer children in their educational process.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-06
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://periodicos.unoesc.edu.br/roteiro/article/view/16474
10.18593/r.v43iesp.16474
url https://periodicos.unoesc.edu.br/roteiro/article/view/16474
identifier_str_mv 10.18593/r.v43iesp.16474
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/16474/pdf
https://periodicos.unoesc.edu.br/roteiro/article/view/16474/13637
dc.rights.driver.fl_str_mv Copyright (c) 2018 Roteiro
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Roteiro
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 209-240
Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 209-240
Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 209-240
Roteiro; v. 43 (2018): Roteiro Edição Especial; 209-240
Roteiro; Vol. 43 (2018): Roteiro Edição Especial; 209-240
2177-6059
0104-4311
10.18593/r.v43iesp
reponame:Roteiro (Joaçaba. Online)
instname:Universidade do Oeste de Santa Catarina (UNOESC)
instacron:UNOESC
instname_str Universidade do Oeste de Santa Catarina (UNOESC)
instacron_str UNOESC
institution UNOESC
reponame_str Roteiro (Joaçaba. Online)
collection Roteiro (Joaçaba. Online)
repository.name.fl_str_mv Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)
repository.mail.fl_str_mv roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br
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