As práticas docentes e a concepção de avaliação na educação infantil

Abstract

The present study aims to investigate the conceptions of evaluation on the part of the teachers that deal with childhood education ant their implications in the teaching practice. The methodology used was both bibliographical and field researches, of qualitative approach, done by means of the application of semi-structured surveys to four teachers that work with childhood education. Childhood education, first step in basic education, is an important period in the formation and development of children aged 0 to 5. To accompany such development in an integral way it is necessary a kind of evaluation that keeps distance of the simple measurement and takes into consideration the student as protagonist of the process, in a systematic and individual way, since in this phase evaluation does not have the characteristic of promotion or retention. Facing this frame, there rises the following question: What is the concept of evaluation for childhood education teachers and how does this conception influences his/her educational practice? The research is based on the evaluation conceptions of legal dispositive (Law of Directives and Bases of National Education – LDBEN, Law no. 9394/96, and National Curriculum Reference for Childhood Education – RCNEI), on the considerations about the evaluation processes by Brennand e Silva (2012), Hernández (2000), Hoffmann (2001, 2009), Luckesi (2011) and Zabala (1998) and in Antunes ́ (2010), Costa ́s (2009), Ferreira e Martins ́ (2007) and Libâneo ́s (1994) discussions on teaching practices, among other authors, in what concerns the methodology of the scientific work. It follows, therefore, that the evaluation practices experienced by CREI are still distant from those broadly discussed in recent studies and it is also perceived that teachers ́ formation is concomitant with the conceptions and practices, in such a manner that there is no possibility of separating one from another, that is, deficient formation will lead to retrograde or inappropriate practices, distant from references that serve as basis for effective and consistent actions.