Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática

Abstract

This master thesis is a result of a research linked to the research line Teacher Education and Education Public Policies, of the Postgraduate Program in Education of the Human and Social Sciences Institute of the Federal University of Mato Grosso (PPGEdu/ICHS/UFMT). The general objective of the research is to analyze the significances of assessment in Early Childhood Education proposed in the national and municipal documents and their (re)interpretations in the discourses of teaching professionalsintwoEarlyChildhoodEducationMunicipalCenters (CMEI) of Rondonópolis, Mato Gosso. The empiric was composed by federal documents signed by the Minister of Education (MEC), the National Council of Education (CNE) and, within the municipal scope by the Municipal Secretary of Education (SEMED) and still the interviews with 05 (five) teachers who teach in two centers of Early Childhood Education in the city of Rondonópolis-MT. To guide the procedures of the research, the option was for the qualitative research, with a methodological basis on the Policy Cycles, proposed by Stephen Ball and Richard Bowe (1992). The gathering of the research data included document analysis and semi structured interviews. The discourse analysis was conducted basedonthestudiesof Michel Foucault. In the contexts of influence and written production, the analyses indicate that the education policies were elaborated in a scenery of advances of neoliberalism, being marked by international influences, privatist movements, as well as by the fight of social organizations represented by families and education professionals. It was observed that the significances and meanings of assessment in Early Childhood Education proposed in the analyzed documents dialogue with the theoretical studies of assessment in the constructivist/interactionist vision, or respondent constructive, which conceives assessment as a continuous, participative and democratic process. In the reinterpretations of the teachers, in the context of the practice, the analysis enabled determining that, predominantly, assessment is signified as observation of the development of the child and reflection about the pedagogical practice. The discourses reveal that the main difficulties found in the assessment process are related to the records, being the writing of reports pointed out by most of the teachers as the biggest challenge. The speech of the interviewees point out the necessity of more studies andcollectivedebatesaboutassessmentinenvironmentsof continuous teacher education.