Avaliação na educação infantil: relatórios avaliativos na perspectiva de professoras

Abstract

This study aims to understand assessment in early childhood education and teachers' perspectives on assessment reports. To this end, qualitative research of an exploratory nature was carried out with four teachers from the municipal education network in the city of Natal/RN, who work at the Municipal Center for Early Childhood Education (CMEI). Therefore, an online questionnaire was sent. The article in question brings reflections on the specificities of the evaluation process, highlighting the perspective of teachers, the challenges encountered, as well as the relevance of having a sensitive, attentive and reflective look at their practice. Through the research results, it was found that there is a need to discuss assessment in Early Childhood Education from the perspective of teachers who deal with this process daily, as it is something complex that requires in-depth understanding of the child and their specificities. . To prepare the work, we turned to authors such as Hoffmann (2012), Micarello (2010), Pinazza and Fochi (2018), Kramer (2015), among others. Through reflections, we concluded that when researching reports as an evaluation tool, from the teachers' perspective we understood how important evaluation is in early childhood education and how people use this and the multiple records in their daily lives. However, the use of reports as an evaluation tool is valuable, but not sufficient in itself. It must be integrated with strategies that take into account the individuality of the children and also of the teacher who evaluates.