PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.5585/eccos.n62.22065 http://hdl.handle.net/11449/245115 |
Resumo: | The debate on the quality of early childhood education has gained prominence on the national and international scene from different political projects that paradoxically dispute quite different conceptions of early childhood education, society and children themselves. Thus, through the analysis of Sao Paulo experience expressed in the document Quality Indicators of Early Childhood Education in Sao Paulo, in force since 2013, this article problematizes how Participatory Institutional Assessment (PIA) has been applied in educational centers and which process, challenges and potentials permeate the development of this type of assessment in Early Childhood Education. The theoretical perspectives that lead these reflections come from public policies for evaluation and quality of Early Childhood Education. In a qualitative approach, we present an ethnography carried out in 2018 in a Child Education Center in the city of Sao Paulo, assuming as a basic assumption the fact that the implementation of public policies inevitably configures itself as a dynamic permeated by tensions and negotiations. However, the reflective path followed in this thesis allows us to affirm the fundamental role of the development of PIA in the quality of early childhood education, since it promotes the systematic and continuous movement of discussion of the pedagogical political project, in dialogue with the guidelines that guide child education in Brazil. |
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PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCAREchild educationparticipationparticipatory institutional assessmentqualityself-assessmentThe debate on the quality of early childhood education has gained prominence on the national and international scene from different political projects that paradoxically dispute quite different conceptions of early childhood education, society and children themselves. Thus, through the analysis of Sao Paulo experience expressed in the document Quality Indicators of Early Childhood Education in Sao Paulo, in force since 2013, this article problematizes how Participatory Institutional Assessment (PIA) has been applied in educational centers and which process, challenges and potentials permeate the development of this type of assessment in Early Childhood Education. The theoretical perspectives that lead these reflections come from public policies for evaluation and quality of Early Childhood Education. In a qualitative approach, we present an ethnography carried out in 2018 in a Child Education Center in the city of Sao Paulo, assuming as a basic assumption the fact that the implementation of public policies inevitably configures itself as a dynamic permeated by tensions and negotiations. However, the reflective path followed in this thesis allows us to affirm the fundamental role of the development of PIA in the quality of early childhood education, since it promotes the systematic and continuous movement of discussion of the pedagogical political project, in dialogue with the guidelines that guide child education in Brazil.Univ Estadual Paulista Julio Mesquita Filho UNESP, Rio Claro, SP, BrazilUniv Estadual Paulista Julio Mesquita Filho UNESP, Rio Claro, SP, BrazilCentro Univ Nove JulhoUniversidade Estadual Paulista (UNESP)Silva, Tassio Jose da [UNESP]2023-07-29T11:37:41Z2023-07-29T11:37:41Z2022-07-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article21http://dx.doi.org/10.5585/eccos.n62.22065Eccos-Revista Cientifica. Sao Paulo: Centro Univ Nove Julho, n. 62, 21 p., 2022.1517-1949http://hdl.handle.net/11449/24511510.5585/eccos.n62.22065WOS:000875637600009Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporEccos-revista Cientificainfo:eu-repo/semantics/openAccess2023-07-29T11:37:41Zoai:repositorio.unesp.br:11449/245115Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-06T00:10:09.982804Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE |
title |
PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE |
spellingShingle |
PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE Silva, Tassio Jose da [UNESP] child education participation participatory institutional assessment quality self-assessment |
title_short |
PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE |
title_full |
PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE |
title_fullStr |
PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE |
title_full_unstemmed |
PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE |
title_sort |
PARTICIPATORY INSTITUTIONAL ASSESSMENT IN EARLY CHILDHOOD EDUCATION PATHS, CHALLENGES AND POTENTIALS IN a PAULISTAN DAYCARE |
author |
Silva, Tassio Jose da [UNESP] |
author_facet |
Silva, Tassio Jose da [UNESP] |
author_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (UNESP) |
dc.contributor.author.fl_str_mv |
Silva, Tassio Jose da [UNESP] |
dc.subject.por.fl_str_mv |
child education participation participatory institutional assessment quality self-assessment |
topic |
child education participation participatory institutional assessment quality self-assessment |
description |
The debate on the quality of early childhood education has gained prominence on the national and international scene from different political projects that paradoxically dispute quite different conceptions of early childhood education, society and children themselves. Thus, through the analysis of Sao Paulo experience expressed in the document Quality Indicators of Early Childhood Education in Sao Paulo, in force since 2013, this article problematizes how Participatory Institutional Assessment (PIA) has been applied in educational centers and which process, challenges and potentials permeate the development of this type of assessment in Early Childhood Education. The theoretical perspectives that lead these reflections come from public policies for evaluation and quality of Early Childhood Education. In a qualitative approach, we present an ethnography carried out in 2018 in a Child Education Center in the city of Sao Paulo, assuming as a basic assumption the fact that the implementation of public policies inevitably configures itself as a dynamic permeated by tensions and negotiations. However, the reflective path followed in this thesis allows us to affirm the fundamental role of the development of PIA in the quality of early childhood education, since it promotes the systematic and continuous movement of discussion of the pedagogical political project, in dialogue with the guidelines that guide child education in Brazil. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07-01 2023-07-29T11:37:41Z 2023-07-29T11:37:41Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.5585/eccos.n62.22065 Eccos-Revista Cientifica. Sao Paulo: Centro Univ Nove Julho, n. 62, 21 p., 2022. 1517-1949 http://hdl.handle.net/11449/245115 10.5585/eccos.n62.22065 WOS:000875637600009 |
url |
http://dx.doi.org/10.5585/eccos.n62.22065 http://hdl.handle.net/11449/245115 |
identifier_str_mv |
Eccos-Revista Cientifica. Sao Paulo: Centro Univ Nove Julho, n. 62, 21 p., 2022. 1517-1949 10.5585/eccos.n62.22065 WOS:000875637600009 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Eccos-revista Cientifica |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
21 |
dc.publisher.none.fl_str_mv |
Centro Univ Nove Julho |
publisher.none.fl_str_mv |
Centro Univ Nove Julho |
dc.source.none.fl_str_mv |
Web of Science reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808129591251828736 |