A avaliação na educação infantil: em busca de um modelo inclusivo

Abstract

The main objective of this work was to analyze the conceptions and evaluation practices adopted by two institutions of Early Childhood Education and their contributions to school inclusion. For specific objectives we had the following: a) to identify recommended evaluative perspectives for Early Childhood Education based on theoretical and legal references; b) identify evaluation procedures and instruments adopted in two schools in João Pessoa and the evaluation concepts underlying their use, and c) analyze the contributions of evaluative models for the inclusion of young children. For that, we carried out a qualitative research, with a bibliographic review, followed by a field research in two different school realities, at the level of early childhood education in the city of João Pessoa, PB, being a private school and a non- governmental educational institution. For data collection, we used a questionnaire and analyzed the responses based on theoretical references on inclusion, early childhood education and evaluation. The results indicated aspects that are very similar in the two analyzed schools, but reveal small differences in the view of the referred groups regarding the meanings of the evaluation and what should be considered as important at that moment.