Processos avaliativos e documentação pedagógica na Pré-Escola da rede municipal de Rio Verde – Goiás

• Ano de defesa: 2019
• Autor(a) principal: Arantes, Liduina Vieira
• Orientador(a): Barbosa, Ivone Garcia
• Banca de defesa: Barbosa, Ivone Garcia, Rodrigues, Maria Emília de Castro, Silveira, Telma Aparecida Teles Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Avaliação educacional; Documentação pedagógica; Pré-escola
• Palavras-chave em Inglês: Educational assessment; Pedagogical documentation; Preschool
• Área do conhecimento CNPq: EDUCACAO::ADMINISTRACAO EDUCACIONAL
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10222

This master's research composes one of several subprojects under development in the project “Public Policies and Childhood Education in Goiás: history, conceptions, projects and practices”, developed by the Center for Studies and Research of Childhood and its Education in Different Contexts (Nepiec ) of FE/UFG. The present investigation addressed the evaluation of early childhood education, the first stage of basic education, based on historical-dialectical materialism. Our reflections come from the documented research on evaluation in early childhood education, the dialogue with the theoretical framework and the study from Brazilian research, with the intention of proposing a new dialogue about possibilities of changes in the paradigms that supports the educational evaluation processes of children from four and six. years. For this, we conducted a theoretical-empirical research that had as its central problem: What theoretical and practical conceptual references guide the evaluation process in the preschool of Rio Verde municipal network? A systematic bibliographic survey on the theme investigated was carried out and as an empirical part of the research some investigative instruments were used with the team responsible for the pedagogical accompaniment of the institutions that attend the Early Childhood Education in the city of Rio Verde - Goiás and also in the pre-students from this municipality: interviews, questionnaires, analysis of the pedagogical documentation proposed to the school units, the institution's Political-Pedagogical Project and the daily activities planned by the teachers. Thus, we obtained basis to state that the evaluation still has an instrumental character and cannot mediate the process of reflection, diagnosis and social transformation. This fact is in opposition to the historical struggles for guaranteeing the right of children, to a quality public education that respects this time of experience and interaction for which teaching is intended at this stage of child development.