Avaliação na educação infantil: uma proposta construtiva e mediadora

Abstract

It is known that the act of evaluating a part of the whole educational process, however, when it comes to early childhood education that action should be undertaken with the aim of monitoring and never with the promotion for subsequent series, such as elementary school. In this perspective, this study aimed to analyze the evaluation in early childhood education according to which recommends Curriculum Framework for Children's Education (RCNEI) and the National Curriculum Guidelines for Early Childhood Education (DCNEI). According to the Curriculum Framework for Early Childhood Education and National Guidelines for Children's education, the role of the teacher is a mediator in the construction of learning of their pupils and in this sense, should include the assessment of mediation as an object of his pedagogical action. Authors like Luckesi (1997) and Hoffmann (2012) contributed to the research through his theories, which emphasize the constructive and mediator evaluation model. Any theories as the documents used in this study, demarcate the observation and recording as evaluative tools necessary for the realization of the process. It is worth noting that both the continuous observation and systematic records should be considered important instruments which facilitate the evaluation process in early childhood education. In summary, from the sources studied, it was found that the assessment in early childhood education should be conducted in a constructive and mediating shape, in order to promote growth and development of the child fully.