Usos da avaliação indiciária na educação física com a educação infantil

Abstract

Its objective is to mobilize with an evaluative practice based on the indicative evaluation in early childhood education from the work with physical education. To this end, it rescued the concepts that underlie the evidence evaluation over the last 14 years of its production, highlighting the way the theory was constituted in empiricism. In this way, one of the gaps identified in his production was highlighted, which is his experimentation in the daily life of early childhood education. Thus, the thesis is structured in four chapters that have introduction; method; development; own final remarks. Thus, the first two chapters take as their source a mapping carried out in databases on the production of international knowledge on assessment for learning in early childhood education. It has as periodization 1996-2016. The first chapter, which reviews systematically, looks at how the international scientific field has discussed assessment for early childhood learning. The second chapter, which takes the social network analysis method, explores how the international scientific community has discussed assessment for learning in early childhood education, focusing on the nature of discussions and collaborative networks between researchers. The third chapter, which makes an ethnography, examines the practices and meanings attributed by teachers of a Municipal Early Childhood Education School in Vila Velha/ES, about assessment for learning. The chapter mobilized 24 teachers and 1 coordinator, taking as sources a semi-structured questionnaire, field diary and photographic records. The fourth chapter, carried out through an action research, presents possibilities of practices based on the conception of the daily evaluation of early childhood education built with the teacher with training in physical education and with the children. It mobilized 17 children and one teacher, taking their narratives as sources. The thesis highlighted the evaluative conceptions in circulation in the international scenario and how researchers have established networks of cooperation between the University and basic education in order to test the theories in evidence in the context of early childhood education. It also presents the potential of the work carried out in a Umei and how the evaluative conceptions impact on their understanding as evidence of children's learning. The thesis also presents three possibilities of evaluative practices in early childhood education based on the evaluation, two of formative character and one of summative character, which, when produced, assumed the specificity of children as an action preponderant to their invention in daily school