Avaliação na educação infantil : significados propostos em políticas educacionais e suas interpretações no contexto da prática
Data
2020-11-24
Autores
Silva, Dineuza Conceição de Souza
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Universidade Federal de Mato Grosso
Resumo
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.
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Citação
SILVA, Dineuza Conceição de Souza. Avaliação na educação infantil: significados propostos em políticas educacionais e suas interpretações no contexto da prática. 2020. 201 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020.