A intencionalidade pedagógica e o processo de avaliação formativa na educação infantil

Abstract

This paper aims to discuss the relationship between teaching practice and formative assessment in the teaching process of early childhood education. It is necessary to overcome an assistance and reductionist view of this stage of basic education, to recognize its importance for the integral child development. This monograph was based on a literature search for further research in a private institution in Joao Pessoa, Paraiba. The field search aimed to characterize the pedagogical intentionality in early childhood Education pointing out its implications in the process of assessment and children development, as well as to identify the understanding and reflective teaching and assessment practices. A qualitative research approach was used with exploratory and descriptive levels, through a questionnaire applied to early childhood teachers from a private school in Joao Pessoa, Paraiba. To support the work, the bibliographic and documentary survey allowed us to discuss concepts and present assessment tools and teaching strategies of early childhood Education using contributions from Hoffmann (2014), Luckesi (2015), Guimarães, Cardona and Silva (2014), Black and William (2010), and the analysis of Brazilian regulatory frameworks through the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2010), National Education Guidelines and Bases Law (LDB, 1996) and National Curricular Common Base (BNCC, 2017) . The research results indicate that the teachers understand the relationship and importance between planning and teaching intentionality with the formative assessment of children when reflecting on such aspects, and identify tools and strategies used in their investigative practices for children development. On the other hand, according to the results little was observed in relation to reflective practice in pedagogical documentation in classes with children between 4-5 years old.