Avaliação na Educação Infantil: do campo científico ao cotidiano escolar

Abstract

Studies on assessment for learning in the context of early childhood education have gained relevance in recent years in specialized academic production (GLAP; BRANDALISE; ROSE, 2014; LANO, 2019). The productions developed in the area of education have signaled the predominance of research dedicated to discussing an evaluative instrument, aiming at the creation of a tool that reflects the specificity of early childhood education (LANO, 2019), however, without proposing to listen and build with professors the possibilities of using assessments for learning in this context. With this aspect, the objective of this research is to investigate the evaluation for learning in the daily life of a kindergarten in the North of Brazil, focusing on the meanings attributed by the teachers to the act of evaluating. The research has a multi-methodological nature and is organized into two sections, the first as an integrative review on assessment for learning in early childhood education, signaling how this scenario has produced in recent times from 2001-2021. The sources were produced through a mapping in the indexers: Doaj, Google Scholar, Latindex, Periódicos da Capes and Scielo, locating a total of 111 national scientific articles. In this process of verification of academic productions, we constituted a final sample of 46 articles, after refining the research, we identified that until 2006, the scientific field presents studies on evaluation in early childhood education as a gap (PAZ, 2005; CIASCA; MENDES, 2009; NEVES, 2012). After that, the scenario signals its production rhythm with the scientific field, since in 2018-2021 the studies continued with nine researches, in a circular movement through thematic dossier between an authorship/coauthorship network. From this, we understand how the scientific field is located (BOURDIEU, 2005) and what is the rhythm of academic production with the theme of evaluation in early childhood education. The second section aims to discuss the evaluation for learning in a municipal school of early childhood education in the city of Ipixuna do Pará-PA, understanding how the evaluation process of teachers and their practices occurs. The research method had as a case study (FONSECA, 2002) analyzing the productions of the teachers of the school routine. Data were produced through a semi-structured questionnaire, answered by ten professors from the institution, the source production instrument contains fourteen multiple-choice questions and one discursive one. In this sense, the data indicate that 80% of the teachers at the “EMEI de Ipixuna do Pará-PA” state that they seek (informal) training with practitioners, the result of conversations with other professionals at the institution. Through this, we also cataloged the main evaluative practices mobilized by the school institution, the data produced show that eight of the teachers indicate that the teacher's notebook is a recurrent practice in the institution. Therefore, the practice in loco, came to verify how teachers mobilize this space in the school routine, this allows us to understand new meanings about the assessment and contribute to the debate on the study that represents this region in front of evaluation in early childhood education in the municipality of Ipixuna do Pará-PA.