A avaliação da linguagem oral das crianças na educação infantil

Abstract

This paper aims to discuss the evaluation in early childhood education by taking as a point of observation and study the oral language of the children. Brings reflections on the specificity of the child as a subject of historical, social, and cultural rights, from studies brought by authors such as Jussara Hoffmann (2012), Wallon (1942), Vygostky (1936), Buckingham (2007), Sarmento (2003; 2004), between others; also builds upon legal documents governing the brazilian children's education. Based on these premises, the study aims to analyze children's oral language and its influence on the assessments made by the teachers and the institution they are part of. For this, an exploratory and descriptive research of a qualitative approach is carried out; in which subjects intertwine children, teachers and the institution. The work was performed in a public institution of early childhood education of the city of João Pessoa from a previously elaborated framework in which guides the on-site observation and qualifies the search. At the same time, showed the evaluative descriptive used at the institution in order to relate to the results and analyses of the observed data. Thus, it was verified that the oral language of children is a factor that influences the evaluative results by generating aspects that overcome the barriers of communication and expression. It distinguishes the culture, development, belonging, world vision, among other perceptions of the child. However, although oral language is a source of subsidy for a more conclusive and qualified evaluation, it is noticed that this is not effectively noticed by teachers and institution in view of the observations made in this study, since other aspects and factors are placed in question, interfering in the appropriate way of evaluating and in the purpose given to Early Childhood Education.