Avaliação: concepções teóricas e práticas no cotidiano da educação infantil e suas implicações
Carregando...
Data
2016-09-21
Autores
Castilho, Vanessa Maria Redígolo [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa intitulada “Avaliação: Concepções teóricas e práticas no cotidiano da Educação Infantil e suas implicações” integra o Programa de Pós-Graduação de Mestrado em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho”, na linha de pesquisa “Processos formativos, infância e juventude”, e tem como objeto de estudo a avaliação da aprendizagem e desenvolvimento na Educação Infantil. Apresenta como objetivo identificar e analisar as concepções sobre avaliação, dos professores e coordenadora que atuam na primeira etapa da Educação Infantil, especificamente na modalidade creche, no agrupamento do maternal (03 anos), buscando constatar se a finalidade do processo avaliativo, nas práticas desenvolvidas com as crianças, é pautada tendo em vista seu desenvolvimento e aprendizagem. A fundamentação teórica se baseia em diversos autores nacionais e internacionais que discutem essa temática. A metodologia utilizada neste trabalho apresenta um enfoque qualitativo. Foi realizado um estudo de caso, cujo campo de investigação ocorreu em uma Escola Municipal de Educação Infantil construída no âmbito do Programa Nacional de Reestruturação e Aparelhagem da Rede Escolar Pública de Educação Infantil (Proinfância). Os participantes da pesquisa foram a coordenadora pedagógica e quatro professoras que atuam nas turmas do Maternal II, compostas por crianças na faixa etária de 3 anos. Para a recolha de dados, usaram-se como instrumentos a observação estruturada, questionário, relatos dos professores e gestor, documentos, registros escritos e fotográficos, portfólios e toda forma de avaliação adotada pela instituição. Concomitantemente, buscou-se analisar o processo avaliativo explicitado no projeto pedagógico da instituição e nos registros, em contraposição com a prática manifesta. Os resultados alcançados revelam que os conhecimentos teóricos e práticos adquiridos na formação inicial não são suficientes para subsidiar a prática pedagógica no processo de avaliação das crianças que se encontram na Educação Infantil. Em relação à formação continuada dos profissionais, percebeu-se que a mesma tem importância vital para qualificá-los, porém, é necessário que as temáticas discutidas nos cursos se pautem nas necessidades do profissional da educação, através de formações que procurem auxiliar o docente a refletir e a enfrentar as adversidades vivenciadas na prática. A análise dos documentos mostrou que o Projeto Político-Pedagógico e a Proposta Pedagógica precisam destacar a importância da avaliação, explicitando como esta será efetivada e assegurando a participação dos profissionais da escola e da comunidade. Quanto à finalidade da avaliação, os profissionais reconhecem que ela possui especificidades próprias e que deve ser feita tendo-se em vista o desenvolvimento e a aprendizagem da criança. As professoras, ao realizar a avaliação, adotam diversos instrumentos de registros: cadernos de registro diário, portfólio, diário do professor, agenda individual das crianças e outros. Os portfólios são muito bem elaborados, destacando as experiências das crianças e a apreciação das atividades; os registros, por sua vez, apesar de descreverem as atividades, não relatam as particularidades das crianças. As dificuldades enfatizadas pelas professoras no processo avaliativo são oriundas da falta de tempo e dificuldade para elaborar o registro diário, falta de envolvimento de alguns membros das famílias das crianças, quantidade de crianças que dividem a mesma sala, dificuldades em entender o comportamento das crianças etc. No que concerne ao comportamento da criança, é importante que o mesmo seja estudado e refletido com todos os profissionais, assim como as concepções de infância, aspectos do desenvolvimento e evolução da aprendizagem. Observa-se uma interação favorável entre crianças e professores, a qual revela uma relação de afetividade. A instituição prioriza o contato com as famílias e cria estratégias para que possam acompanhar a evolução das crianças. Verifica-se que as professoras estão buscando o aprendizado e que é preciso que, desde da formação inicial, possam aprender e debater sobre o ato de avaliar, considerando a necessidade de a avaliação ser formativa e mediadora.
The study entitled "Evaluation: theoretical conceptions and practices of early childhood education everyday and its implications" part of the Postgraduate Master's Program in Education of the Faculty of Science and Technology of Universidade Estadual Paulista "Julio de Mesquita Filho", in line search for "formative processes, children and youth," and its object of study the assessment of learning and development in early childhood education. Its objective is to identify and analyze the concepts of evaluation, teacher and coordinator working in the first stage of early childhood education, specifically in the nursery mode, the maternal grouping (03 years), seeking to ascertain whether the purpose of the evaluation process, the developed practices with children, is guided with a view to their development and learning. The theoretical framework is based on several national and international authors who discuss this topic. The methodology used in this study presents a qualitative approach. We conducted a case study, whose field of research took place in a Municipal School of Early Childhood Education built under the National Restructuring and Stereo from Kindergarten Public School Network Program (Proinfância). The participants were the pedagogical coordinator and four teachers who work in classes of Maternal II, composed of children aged 3 years. For data collection were used as instruments structured observation, questionnaire, teachers' reports and manager, documents, written and photographic records, portfolios and all forms of assessment adopted by the institution. Concomitantly, it sought to examine the evaluation process explained in the pedagogical project of the institution and records, in contrast with the practice presented. The achieved results show that the theoretical and practical knowledge acquired in the initial training are not enough to support the pedagogic practice in the evaluation of children who are in kindergarten. Regarding the continuing education of the professionals, it was realized that it is vitally important to qualify them, however, it is necessary that the issues discussed in the courses are guided in the professional needs of education, through training seeking to assist the teacher to reflect and to face the adversities experienced in practice. The analysis of the documents showed that the political-pedagogical project and the Pedagogical need to highlight the importance of evaluation, highlighting how this will be carried out and ensuring the participation of school personnel and community. As for the purpose of evaluation, professionals recognize that it has specific characteristics and must be made in order to develop and the child's learning. The teachers, through the evaluation, adopt various instruments of records: daily log books, portfolio, daily teacher, individual agenda of children and others. The portfolios are very well prepared, highlighting the experiences of children and the assessment of activities; records, in turn, despite describing the activities, do not report the particularities of children. The difficulties emphasized by the teachers in the evaluation process are derived from the lack of time and trouble to prepare the daily log, lack of involvement of some family members of children, number of children who share the same room, difficulties in understanding the behavior of children etc. With regard to the child's behavior, it is important that it be studied and reflected with all professionals, as well as conceptions of childhood, aspects of development and evolution of learning. There has been a positive interaction between children and teachers, which reveals a warm relationship. The institution gives priority to contact with the families and create strategies so that they can monitor the progress of children. It is found that the teachers are seeking learning and that it is necessary that, from the initial training, to learn and discuss the act of evaluating, considering the need for the assessment is formative and mediator.
The study entitled "Evaluation: theoretical conceptions and practices of early childhood education everyday and its implications" part of the Postgraduate Master's Program in Education of the Faculty of Science and Technology of Universidade Estadual Paulista "Julio de Mesquita Filho", in line search for "formative processes, children and youth," and its object of study the assessment of learning and development in early childhood education. Its objective is to identify and analyze the concepts of evaluation, teacher and coordinator working in the first stage of early childhood education, specifically in the nursery mode, the maternal grouping (03 years), seeking to ascertain whether the purpose of the evaluation process, the developed practices with children, is guided with a view to their development and learning. The theoretical framework is based on several national and international authors who discuss this topic. The methodology used in this study presents a qualitative approach. We conducted a case study, whose field of research took place in a Municipal School of Early Childhood Education built under the National Restructuring and Stereo from Kindergarten Public School Network Program (Proinfância). The participants were the pedagogical coordinator and four teachers who work in classes of Maternal II, composed of children aged 3 years. For data collection were used as instruments structured observation, questionnaire, teachers' reports and manager, documents, written and photographic records, portfolios and all forms of assessment adopted by the institution. Concomitantly, it sought to examine the evaluation process explained in the pedagogical project of the institution and records, in contrast with the practice presented. The achieved results show that the theoretical and practical knowledge acquired in the initial training are not enough to support the pedagogic practice in the evaluation of children who are in kindergarten. Regarding the continuing education of the professionals, it was realized that it is vitally important to qualify them, however, it is necessary that the issues discussed in the courses are guided in the professional needs of education, through training seeking to assist the teacher to reflect and to face the adversities experienced in practice. The analysis of the documents showed that the political-pedagogical project and the Pedagogical need to highlight the importance of evaluation, highlighting how this will be carried out and ensuring the participation of school personnel and community. As for the purpose of evaluation, professionals recognize that it has specific characteristics and must be made in order to develop and the child's learning. The teachers, through the evaluation, adopt various instruments of records: daily log books, portfolio, daily teacher, individual agenda of children and others. The portfolios are very well prepared, highlighting the experiences of children and the assessment of activities; records, in turn, despite describing the activities, do not report the particularities of children. The difficulties emphasized by the teachers in the evaluation process are derived from the lack of time and trouble to prepare the daily log, lack of involvement of some family members of children, number of children who share the same room, difficulties in understanding the behavior of children etc. With regard to the child's behavior, it is important that it be studied and reflected with all professionals, as well as conceptions of childhood, aspects of development and evolution of learning. There has been a positive interaction between children and teachers, which reveals a warm relationship. The institution gives priority to contact with the families and create strategies so that they can monitor the progress of children. It is found that the teachers are seeking learning and that it is necessary that, from the initial training, to learn and discuss the act of evaluating, considering the need for the assessment is formative and mediator.
Descrição
Palavras-chave
Avaliação, Educação Infantil, Aprendizagem, Evaluation, Child education, Learning