A avaliação como processo na educação infantil: compreensões e práticas em um CMEI de João Pessoa/PB

Abstract

This Course Conclusion Paper aimed to analyze the understandings and practices of preschool teachers at a Municipal Center for Early Childhood Education (CMEI) in the city of João Pessoa/PB regarding the monitoring and assessment of children's learning and development. The research, with a qualitative approach, was carried out through field research conducted at a CMEI. It was developed based on literature review and document analysis, taking as its main references the studies of Hoffmann (2005; 2006) and Luckesi (2018), as well as national and local documents, such as the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2009), the National Common Curricular Base (BNCC, 2017), and the PoliticalPedagogical Project (PPP) of the unit. Systematic observation was conducted in the reference classroom, along with the application of a semi-structured questionnaire to four teachers. The data were interpreted using Content Analysis (Bardin, 2016), organized into three analytical categories: (1) Theoretical conceptions of assessment; (2) Recording and monitoring practices; (3) Dialogue with official guidelines. The results indicated that, although the teachers demonstrate knowledge of progressive theoretical approaches (Hoffmann, 2005; 2006; Luckesi, 2018) and official documents, their daily practices reveal tensions between the ideal of mediating assessment and the persistence of classificatory habits, especially in communication with families and in filling out institutional reports. It is concluded that there is a gap between declared knowledge and knowledge in action, which points to the need for continuing education programs that articulate theory and practice in a more contextualized manner.