AVALIAÇÃO DA APRENDIZAGEM NA EDUCAÇÃO INFANTIL: POR UMA PRÁTICA REFLEXIVA E MEDIADORA

Abstract

The present work deals with the evaluation of learning in early childhood education and its main objective is to analyze to what extent evaluation practices contribute to the quality of pedagogical practices in early childhood education from the perspective of integral education of children. The issue that guided its implementation sought to answer how the assessment can contribute to the development of children included in early childhood education. The methodological approach was qualitative and the research was constituted based on bibliographic and documentary research procedures related to evaluation, children and early childhood education. We rely on authors such as Oliveira (2007), Luckesi (2013), Sant'Anna (2014), Kuhlmann Júnior (2015), Oliveira-Formosinho (2019) and Hoffmann (2019). The evaluation practices in early childhood education do not have a promotional character, as indicated by legal documents and authors who discuss the subject, at this stage the evaluation must be carried out in a procedural and continuous manner, it therefore refers to a monitoring of advances and development, considering the particularities of subjects in early childhood. With the research, we come to the understanding that evaluation practices enable reflection on the teaching and learning process and thus contribute to the quality of pedagogical actions as, when reflecting on the specific needs and the experiences offered, they subsidize the proposal of new interventions.