Avaliação na educação infantil: a participação da criança

• Ano de defesa: 2014
• Autor(a) principal: Colasanto, Cristina Aparecida
• Orientador(a): Campos, Maria Malta
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: BR
• Palavras-chave em Português: Avaliação; Registro; Educação Infantil; Participação da Criança
• Palavras-chave em Inglês: Assessment; Preschool; Early Childhood Education; Child participation
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9802

The objective of this research is to investigate the written records on preschool children's participation on their own assessment prepared by their teachers at two São Paulo public preschools that receive children from three to five years old. Theoretically this research is based on Dewey's conception of a democratic school (1959), also discussed by other authors, such as Freire (1983, 2005), Apple and Beane (2001). The child is defined as a social actor, and their experiences should be the center of the curriculum plal1ning, that must ensure the participation of the child in the program (EDWARDS et al., 1999, JAMES, et al., 1998; SARMENTO, 2007; FARIA, et al., 2002). The assessment proposal is based on the National Curriculum Guidelines for Early Childhood Education published by the Minister of Education in 2009 and on the curriculum documents of the São Paulo municipality. The research is also based on conceptions about contextualized processes of continuous teacher' straining, that integrate observation, reflection and action on their own practices' of assessment documentation (DEWEY, 1959; SHON, 1992; PÉREZ GOMEZ, 1992; FREIRE, 1996; GIROUX, 1997). The research examined those most commonly used children's assessment procedures, such as observation and written records (FREIRE, 1983; WARSCHAUER,1993), their organization on reports (COLASANTO, 2007), the participation of the child's own assessment and the organization of pedagogical documentation (MALAGUZZI,1999; DAHLBERG et al, 2003; OLlVEIRA-FORMOSINHO & AZEVEDO, 2008).The fieldwork followed a methodology of action research, according to the :formulation by Thiollent (2004), involving the researcher, the managers (the principal :,and the pedagogical advisor) teachers and children from two preschools, during the period of one year. The results show that the textual organization by argumentative sequence, proposed by Bronckart (2003) and used by Colasanto (2007) in assessment reports contribute to the organization of the records made by teachers. In the written report, the child becomes the main subject, through the registers of their speech, actions, interactions, and the teaching-learning process. The interviews with children, reproduced on the assessment documentation, show what they think about the projects and activities at school, helping their self-knowledge. It seems that the opinion of the child can bring important elements for reviewing program planning and teaching practices