Avaliação na Educação Infantil: as possibilidades de avaliação formativa na Educação Infantil

Abstract

This article aims to address the theme Evaluation in Early Childhood Education with a focus on formative evaluation in which is not attributed only concepts or notes, and the evaluation is being carried out continuously, through many tools, such as individual daily records (reports) of the learning process under a subjective and reflective view. The research has as its main theoretical references Libaneo (2013); Luckesi (2008); Kramer (2014); The National Curriculum Guidelines for Early Childhood Education (2010) and Hoffmann (2012, 2013), and as a methodological reference, the qualitative research through case study as characterization of the study. The instruments used in the data collection were the questionnaire and the observation. Dialoguing with the theorists, it was possible to meet the assumptions of formative evaluation and how it is evaluated in early childhood education, reflecting on the evaluation practices that still prevail until today, classifying the children in approved or disapproved by concepts. The investigation proposed here develops a reflective discussion about the evaluation process in the early childhood education, presenting ways to evaluate in the formative perspective, that overcomes the practice of summative evaluation, which still prevails in the school environment.