Avaliação na Educação Infantil: o olhar dos professores sobre os relatórios avaliativos individuais.

Abstract

This work aims to investigate how teachers perceive the individual evaluation reports, which is the evaluation method adopted by the Municipal Education Department of Natal / RN in their schools that works with Early Childhood Education. In order to do so, a field research was carried out, with the locus being a Centro Municipal de Educação Infantil (CMEI) in the peripheral zone of Natal / RN, with the participation of four people: two teachers who are in regular classrooms, one Coordinator and a pedagogical director. As research instruments, the semi-structured questionnaire was used. The study was based on official documents, such as the Lei de Diretrizes e Bases na Educação Nacional (Law on Guidelines and Bases in National Education) (1996), the National Curriculum Framework for Early Childhood Education (1998) and the Curriculum Framework for Early Childhood Education in Natal / RN (2008); As well as with other authors such as Barbosa and Horn (2008), Freire (1989, 1996), Hoffmann (2001, 2003, 2006, 2007) and Melchior (1994). For the realization of the studies, we outline an issue: Why do not teachers see individual evaluative reports as an important tool in their work? As a result, there were dissonant discourses between the management team and the teachers in the classroom regarding the individual Evaluation Reports; The teachers' lack of clarity about what this instrument is, and the difficulty in recording the advances and retreats of the children from the perspective of a diagnostic, formative and mediating evaluation and, finally, to understand that this instrument also guides the activity of the teacher.