Avalia-se ou não na educação infantil !?: conhecendo as práticas pedagógicas das educadoras do Jardim de Infância Abelhinha em Buriticupu-MA

Abstract

The evaluation process in Early Childhood Education goes far beyond recording and observation. It is a constant part of the dialogical act of participation and questioning, considering the child as a living subject in the mediation of learning and collaborators of pedagogical proposals. Therefore, we believe that children's participation should be considered in the various processes that involve teaching and learning. This consideration leads us to break with traditional transmissive practices in which the educator thinks and the child performs, and directs us towards a pedagogy in which the child's activity is seen as a co-constructor of learning in the school routine. Thus, this dissertation has as its object of study the evaluation in Early Childhood Education based on the experiences and representations of educators from the municipality of Buriticupu-MA. The study was developed at the Abelhinha Kindergarten in the municipality of Buriticupu-MA, with educators as research subjects, whose general objective was to analyze the concepts of learning assessment that guide the training and pedagogical practices of Early Childhood Education educators in the municipality of Buriticupu-MA and their repercussions for early childhood development. To provide theoretical support for the study, support was sought in the sociology of childhood from Oliveira-Formosinho; Pascal (2019); Kishimoto; Oliveira-Formosinho, (2013); Corsaro (2002); Ariès (2006), Friedmann (2020) and Sarmento (2003; 2011). In relation to Early Childhood Education and its educational processes, we studied Bassedas; Huguet; Solé (1999); Monteiro (2014; 2019), Horn (2004); Ostetto (2017), Oliveira (2014), Vieira; Baptista (2023). In the investigation of aspects inherent to school assessment processes, we sought support from Hoffmann (2003; 1998; 2012; 2004; 1997), Demo (1991), Luckesi (1997), Kramer (2015), Zabalza (1998), among others. The methodology was based on a qualitative approach based on Bogdan; Biklen (1994), Bauer; Gaskell (2008), Gatti (2012), and Minayo (2002). The methodological procedures adopted were: a collaborative action research study based on Thiollent (1997) and Ibiapina (2008). The research data collection was based on systematic observation and focus group through Gatti (2005). Data analysis was based on the perspective of Content Analysis, by Bardin (1979; 2009). The results of the research revealed that, although the educators demonstrate legitimate intention in their assessment practices in Early Childhood Education, they did not have a consistent theoretical conception of the assessment process, which compromises the intentionality of the actions. The predominance of mechanical practices was observed, such as the mandatory use of electronic diaries, which reduce the assessment to a classificatory exercise and disregard the uniqueness of the children. We conclude that assessment in Early Childhood Education needs to be rethought based on a perspective that integrates theory and practice, valuing both the child's protagonism and teacher autonomy. Continuing education, combined with the practice of pedagogical documentation, appears to be a promising path to record and resignify daily practices, bringing them closer to a participatory assessment concept that respects the uniqueness of the children and enhances the various dimensions of the educational process.