Avaliação na educação infantil: um olhar reflexivo a partir das percepções docentes

Abstract

The main objective of this research is to investigate how the process of assessment children in Early Childhood Education is carried out in the town of Itatiba do Sul/RS, considering the development of their learning. Specifically, the research intended to: a) Conduct a survey of research involving the theme and structure the State of Knowledge; b) Understand how teachers carry out the evaluation process at the Early Childhood Education school in Itatiba do Sul/RS; c) Identify, through the results, the evaluation practice advocated by Early Childhood Education teachers in Itatiba do Sul; d) Produce a schedule for carrying out the evaluation, in order to assist teachers in this process within Early Childhood Education. The research problem arises from the researcher's daily experiences, regarding the ways of developing the evaluation in the early childhood education stage. Thus, it is believed that it is important to know these processes, since they deal with the methods of describing the development and forms of child learning and the humanization of teachers in these aspects. This is a qualitative study that integrates bibliographical research in articles, books, theses, and dissertations available on digital platforms, documentary research in official national and municipal documents, and field research through questionnaires addressed to early childhood education teachers in the town of Itatiba do Sul/RS. One methodology for data analysis was Discursive Textual Analysis, by Moraes and Galiazzi (2016) and Galiazzi and Sousa (2022). Through the teachers' narratives, this study pointed out four emerging categories: a) School and Early Childhood Education Assessment based on teaching knowledge; b) Development of assessment through teaching instruments and practices; c) Side by side with the teacher: potentialities that contribute to teaching practice; and d) Continuing education as a source of reflection for improving teaching assessment practice. Through data analysis, it was possible to understand that experiences and theoretical bases underpin teaching practice in relation to assessment, and also to conclude that teachers assess children's learning development, considering their individualities and singularities, in order to build reflective methods for their own teaching practice and making this process relevant within the educational system. The educational product of this research is the structuring of a theoretical document that shows possibilities, such as which can serve as assistance to teachers in the process of assessing children, considering their development and their forms of learning.