Instrumentos avaliativos do campo de experiência corpo, gestos e movimentos na educação infantil pública de Luís Eduardo Magalhães-BA

Abstract

The research seeks to contribute to studies on the process of evaluation and registration in early childhood education, specifically in the field of experience Body, Gesture and Movement. The study is linked to the research line Specific Curricula of Stages and Modalities of Education, of the Professional Postgraduate Program in Education - PPPGE of the Federal University of Tocantins. The research, with a qualitative approach and of a bibliographic and documentary nature, seeks to answer the central question of the research: How is the assessment of the dimension of the body, gesture and movement carried out in the Municipal Centers for Early Childhood Education in the education system of the municipality of Luís Eduardo Magalhães – BA? In general, the objective is to identify and analyze the process of evaluation and registration of the field of experience Body, Gesture and Movement in early childhood education in municipal schools in Luís Eduardo Magalhães - Bahia. In this sense, we sought to know the conceptions of childhood, child and Early Childhood Education that underlie the evaluation proposals in Brazil, then the guidelines, principles and objectives of evaluation and registration in Early Childhood Education were identified, with emphasis on the field of experience Body , Gesture and Movement present in the curriculum proposal of Early Childhood Education in the city of LEM - BA, and finally, a guide is presented with suggestions of evaluative instruments for the field of experience Body, Gesture and Movement for Early Childhood Education. Through the present study, it was noticed that the main instrument for evaluating the body, gesture and movement field in public early childhood education in the aforementioned municipality refers to a pre-defined skills sheet to be answered by teachers at the end of each of the three teaching units. Such skills have little relation to psychomotor aspects, referring mainly to practices of coexistence and hygiene habits. However, if the assessment were broader and more comprehensive, it would have more possibilities to promote more effective teaching, as it is based on the real needs of the students. Traveling through all this literary path enabled the construction of the final product of this work, a guide with evaluative instruments for the field of experience Body, Gesture and Movement focused on Early Childhood Education and also the detailed and reflective presentation of the results obtained through this study.