Avaliação na Educação Infantil: concepções de professoras sobre o processo avaliativo no berçário

Abstract

This work was carried out in order to know the vision of nursery teachers about the evaluation process of the children in this class. The interest in this subject is arises because the evaluation in the nursery constitute a challenge that deserves theoretical study, discussions and reflections and also for being an educational stage where care axis overlaps educating axis. Therefore, pedagogical actions are minimized, and the evaluation process was hampered. For this study, some methodological procedures were adopted: first, Ive conducted exploratory interviews with a sample of three nursery active teachers. Subsequently, a job training was conducted with 35 teachers of the various classes of a Municipal Unit Childhood Education (Umei), in Belo Horizonte city. In interviews and then, during the training, the teachers were asked about the evaluation conception, practices and evaluation instruments adopted and were invited to a reflection. The findings were analyzed in the light of theoretical contributions, especially Hoffmann, one of the leading experts in educational assessment of the country that develops studies and research on mediating review for more than two decades. It is this author who assists me in understanding that the evaluation in early childhood education takes place in a different way and in a sensitive and reflective look at childrens development and learning. The findings have led me to conclude that the evaluation is not a neutral action, it is immersed in diverse conceptions and teaching action will be influenced by conceptions of child, childhood, education, culture and learning that guide the everyday life of these kind of institutions.