Instrumentos de avaliação na prática pedagógica de professoras de uma pré-escola: entre o proposto pela legislação vigente e o realizado no cotidiano

• Ano de defesa: 2021
• Autor(a) principal: Ioneda, Amélia Murakani
• Orientador(a): Lauriti, Nádia Conceição
• Banca de defesa: Lauriti, Nádia Conceição , Silva, Marta Regina Paulo da , Vercelli, Ligia de Carvalho Abões , Cavalcanti, Patrícia Aparecida Bioto , Giovanni, Luciana Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: avaliação; documentação pedagógica; educomunicação; pré-escola; registros
• Palavras-chave em Inglês: evaluation; pedagogical documentation; educommunication; pre school; records
• Palavras-chave em Espanhol: evaluación; documentación pedagógica; educomunicación; preescolar; registros
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2820

The object of the present research is the instruments inserted in the evaluation practices carried out in a public preschool. It started from the following questions: What is the teachers' conception of pre-school assessment? What are the instruments used to carry out the assessment? Is there an approximation between what is proposed by current legislation and what is practiced at school in relation to assessment? How to qualify the evaluation and communication practices of the teaching and learning process in this teaching stage? The general objective is to analyze the instruments inserted in the evaluation practices in the daily life of a preschool. Specific objectives were listed as: To verify the perception of the act of evaluating from the perspective of the teachers and to identify the main difficulties raised by the managers and teachers of the school; identify which instruments are used to carry out the assessment in the preschool; to raise the possibilities to qualify the evaluation and communication practices of the teaching and learning process. The hypothesis is that there is a lack of perception on how to make an assessment more compatible with current concepts of childhood possible and how to make it feasible, in view of the structural conditions of a public school. The research universe is a public preschool, located in a municipality in the Paulista ABC. This is a qualitative investigation, in which open questionnaires applied to the research subjects were used as instruments for data collection: four teachers and two managers. Documentary analyzes of the school's Pedagogical Political Project, of the record of meetings of the Collective Pedagogical Work Schedule, of the current legislation and guiding documents regarding the evaluation and pedagogical documentation in Early Childhood Education were carried out. The theoretical basis was based on the works of the authors of Critical Pedagogy and Educommunication. The results show that in terms of discourse, the concept of evaluation in Early Childhood Education is close to what is proposed by current legislation. The main difficulty concerns the effectiveness of the evaluation and communication practices of the teaching and learning processes that reveal the discoveries and the richness of the daily experiences lived by the child in the school space. The structural conditions of education, such as the number of children per class, the lack of time to prepare the documentation and the training of teachers are factors that have repercussions on pedagogical practices. Investment in ongoing and collaborative training within each educational institution, as well as dialogue and reflection on what is done, can be a way to qualify educational actions. Considering this demand, the intervention proposal is a collaborative training project aimed at teachers. This will be shared with the school management involved in the research in order to collaborate with the reflection on the evaluation and communication practices of the teaching and learning process, based on the reality and knowledge already constituted by the team.